SIndexPresentation Schedule----------------------------------------------I～XXIII

Concurrent Session 1---------------------------------------------------1

Concurrent Session 2 ---------------------------------------------------176

Roundtable Session 1---------------------------------------------------346

Roundtable Session 2---------------------------------------------------398

Concurrent Session 1
Room 501 (11:45-13:25, August 22nd)

1 Evaluating the Usability of an LMS-based Educational Metaverse: A Case Studyof Wonderverse
Juhyeon Park (Seoul National University), Minhee Lee (Seoul National University),
Junbo Koh (Seoul National University), Jahyun Jeong (Seoul National University),
Junseo Kim (Seoul National University), Cheolil Lim (Seoul National University)

2 Exploring the skills used in teachers' use of data in school improvement
Wakio Oyanagi (Kansai University)

3 The Status and Challenges of OCW in Japanese Universities
Yan Jiang (The University of Tokyo), Jingjing Lin (Toyohashi University ofTechnology)

4 A Design Research of First-Year Information Literacy Course: State Analysis
Focusing on Learning Engagement
Yuki Ichimura (Chiba University of Commerce), Katsuaki Suzuki (Musashino
University)

Room 502 (11:45-13:25, August 22nd)

1 Technostress in Chinese College Students: Factors and Coping Strategies
Qin Tong (Hunan Institute of Science and Technology), Wooyong Eom (Keimyung
University)

2 Design and Development of XR based Geography Simulation based on LXD
Kukhyeon Kim (Chonnam National University), Jeeheon Ryu (Chonnam National
University)

3 Virtual Reality Role-Playing in a Japanese Moral Education Class
Kohei Fujimoto (Tokyo Institute of Technology), Aya Fujisawa (Kamakura Women's
University), Masao Murota (Tokyo Institute of Technology)I4 A Pilot Experiment of Role-Playing in a Virtual Learning Space
Hironori Sasaki (Chugokugakuen University)

Room 503 (11:45-13:25, August 22nd)

1 Impact of Self-regulated Learning Readiness on Junior-high School Students’
Performance
Takeshi Matsuda (Tokyo Metropolitan University), Mitsuru Kimoto (Gakken Juku
Holdings)

2 Future Career Prospects and Time Management Strategies of University Students
Naoko Ishikawa (Hokkaido University)

3 The Impact of Avatars Supporting Self-Regulation on Learning Experience inMetaverse
Eunbyul Yang (Chonnam National University) , Jeeheon Ryu (Chonnam National
University)

4 Exploring Features for Enhancing Metacognition During Note Revision andReview
Takaki Kondo (Tokyo University of Science), Kaisei Ishii (Tokyo University of
Science), Tadashi Misono (Shimane University), Rieko Inaba (Tsuda University), Yuki
Watanabe (Tokyo University of Science)

Room 504 (11:45-13:25, August 22nd)

1 Integrating 21st century skills development with programming activities by videogame pedagogy
Charline Carlot (Hyogo University of Teacher Education), Tetsuya Bando (Naruto
University of Education)

2 Multimodal Evidences for Human-Computer Interaction in Metaverse-based
Serious Game
Xiao-Li Zheng (Wenzhou University), Zhi-Han Xu Zhenhai Middle School), Feng

II

Wang (Wenzhou University), Wen-Hua La (Wenzhou University)

3 Differences in Morality and Learning Performance Facilitated by Virtual Reality
Technology
Aya Fujisawa (Kamakura Women's University)

4 Utilizing Digital Twins in the Design and Development of XR Content for ESD
Jeong Yuseon (Chonnam National University), Suhyun Ki (Chonnam National
University), Hongyu Xiang (Chonnam National University), Jeeheon Ryu (Chonnam
National University)

Room 505 (11:45-13:25, August 22nd)

1 Enhancing Evaluation Framework for XR-Based Education and Training
Ju-Yeon Park (Duksung Women’s University), Heejeon Suh (Tongmyong University),
Namsu Park (Sahmyook University)

2 Examining the Educational Impact of Editing Techniques: A Focus on Jump Cuts
in Video Content
Yo Kato (Tokyo Institute of Technology), Masao Murota (Tokyo Institute ofTechnology)

3 Development and Evaluation of the Tool for Supporting ill-Structured ProblemSolving Processes
Koki Tamaki Tokyo University of Science), Yuki Watanabe (Tokyo University of
Science)4 Early Childhood Educational Interactive Materials Utilizing IoT and Evaluation
by Childcare Providers
Yuki Kamiya (Gifu City Women's College), Mie Miyazaki (Suzuka Junior College),
Yuko Tanaka (Humanitec Junior College)

Room 506 (11:45-13:25, August 22nd)

1 Technology Integration in Hospitality Education: A Case of BPH
III

Jiwak Raj Bajracharya (Global Academy of Tourism and Hospitality Education)

2 XR educatinal-technology framework development and requirement analysis
Namsu Park (Sahmyook University), Ju-Yeon Park (Duksung Women's University),Hee Jeon Suh (Tongmyong University)

3 Development and Effectiveness of a Food Education Support System
Hiroaki Sakurai (Tokyo Denki University), Hiroshi Nakayama (Tokyo Denki
University), Junko Fujikura (Kagawa Nutrition University)

4 A Proposal of Design Principles for Face-to-face Classes as Blended Learning in
Correspondence High Schools
Keita Kato (Waseda University), Yusuke Morita (Waseda University)

Room 508 (11:45-13:25, August 22nd)

1 Effects of SVVR-Based QOO Strategy and Learning Motivation on Cognitive
Load and Cognitive Engagement
Yi-Pin Huang (Wenzhou University), Ning-Ning Chen (Wenzhou University), Rida
Farah (Chonnam National University)

2 Developing a Teacher Training Program to Enhance Teachers' XR Competency:
Applying the RPISD Model
Kyungwook Jeong (Seoul National University), Jahyun Jeong (Seoul National
University), Minju Kang (Seoul National University), Sunyoung Shin (Seoul National
University), Cheolil Lim (Seoul National University)

3 Empowering Pre-Service Teachers: Fostering Self-Efficacy in ICT Integration for
Educational DX
Masayuki Kudo (Fuji Women's University)

Room 509 (11:45-13:25, August 22nd)

1 Improving the Learning Environment for Social Studies with One-to-One Devices
Ken Usami (Teikyo University of Science), Takayuki Konno (Meisei University)IV2 THE INTERACTIVITY EFFECT IN MULTI MEDIA LEARNING
Mieke O. Mandagi (Manado State University), Hisako Othsubo (Saga University),Marien Pinontoan (Manado State University)

3 Mapping the Landscape: A Systematic Review and Classification of AI-Integrated
Education in South Korea
Cheolil Lim (Seoul National University), Jiyoon Chae (Seoul National University),
Yujie Han (Seoul National University), Sumin Hong (Seoul National University),
Bokyung Go (Seoul National University), Eunseon Lim (Seoul National University)

4 Perspectives on Creating Visual Teaching Materials Targeting Phenomena with
Significant Temporal and Spatial Scales: A Practical Approach to Creating TimeLapse Videos about Clouds
Yasushi Satake (Kindai University), Wakio Oyanagi (Kansai University)

Room 510 (11:45-13:25, August 22nd)

1 Characteristics of Prospective Teacher Students’ Belief Formation about the Useof Technology in Education
Takeshi Goto (Osaka Ohtani University)

2 K-12 Teachers Competencies for AI Convergence Education
Seonga Lee (Honam University), Hyunjung Jang (Keimyung University), Sanghan
Yeo (Keimyung University), Wooyong Eom (Keimyung University)

3 Transforming Teacher Beliefs for ICT-Enabled Collaborative Learning in Japan
Yasushi Hirayama (Teikyo University of Science), Takayuki Konno (Meisei
University)

4 Transformation of Student Teachers’ Instructional Design
Kento Nakamura (Tokyo University of Science), Tadashi Misono (Shimane
University), Yuki Watanabe (Tokyo University of Science)VRoom 511 (11:45-13:25, August 22nd)

1 The Educational Innovation of South Korea: The development of an AI
courseware dashboard prototype for teachers
Eunseon Lim (Seoul National University), Yeil Jeong (Seoul National University),
Eunseo Lee (Seoul National University), Taeyeon Eom (Seoul National University),
Minhee Lim (Seoul National University), Cheolil Lim (Seoul National University)

2 Development of Digital Citizenship Learning Materials to Address AI-Generated
Bias and Societal Impact
Tamami Imado (Kansai University)

3 How and What Do the Elementary Practices Using Individual PCs Represent
about "Information Literacy"?: Based on Observations from Video Reports
Yoshikazu Yamaguchi (Hokkaido University of Education)

Room 512 (11:45-13:25, August 22nd)

1 A Case Study on Peer Feedback Using ChatGPT
Sun-Young Huh (Seoul Theological University), Ga-Young Lee (Baekseok University)

2 Boosting EFL Speaking Confidence and Proficiency with ChatGPT: Japanese vs.
Korean Learners
Yasuko Sato (Niigata University of International and Information Studies), Meerbek
Kudaibergenov (Seoul National University of Science & Technology), Ichi Konta(Chuetsu Transport Co.,Ltd.)

3 The Transformative Power of AI-Composed Melodies in Language Learning
Lingling Liu (ProoProo Co., Ltd.)

4 Effectiveness of Second Language Learning Through Listening to Learner's Selfsimilar Voice
Takeshi Nakamoto (Oita University), Makoto Nakashima (Oita University)

VIRoom 513 (11:45-13:25, August 22nd)

1 Designing a career-based student support system in a convergence education
environment
Sang-Ah Park (Chungbuk National University), Hyunju Lee (Chungbuk National
University), Yunsoek Lee (Chungbuk National University), Insuk Yang (Chungbuk
National University), Hoseung Byun (Chungbuk National University)

2 Developing a Comprehensive Framework for Constructing and Operating EduMetaverse in K-12 Education
Sumin Hong (Seoul National University), Bokyung Go (Seoul National University),
Eunseon Lim (Seoul National University), Taeyeon Eom (Seoul National University),
Seungha Kim (Seoul National University), Hyeongjong Han (Seoul National
University), Cheolil Lim Seoul National University)

3 Promoting ICT Utilization in Education in Primary Schools in Cambodia
Shinichi Sato (Nihon Fukushi University), Makoto Kageto (Nihon Fukushi University)

VIIConcurrent Session 2
Room 501 (14:40-16:20, August 22nd)

1 A study on “the showing media literacy”
Ryoga Okawa (Kansai University)

2 School libraries as educational media in the era of information-oriented
education
Mari Itoh (Aichi Shukutoku University)

3 Reviving the Traditional Campus Radio in the Digital Age: Challenges andLessons from DYUP Sugbo
Maurice Jitty Villaester (University of the Philippines Cebu)

4 The Learning Effects of On-demand Radio-based Graphic Representation
Exercises
Ken Yokomizo (Sapporo City University)

Room 502 (14:40-16:20, August 22nd)

1 Relationships Between Psychological Traits on Study Habits Through a Learning
App
Hisaya Sudo (Tokyo Gakugei University), Yoko Noborimoto (Tokyo Gakugei
University), Jun Takahashi (Tokyo Gakugei University)

2 Comparison of EEG Activity According to Self-directed Learning Quotient and
GPA in Online Learning
Hwajung Son (Keimyung University), Myoungsook Choi (Keimyung University)

3 Design and Construction of the Virtual Assistant Tool for Self-Directed Learningwith ADHD Traits
Tomomi Takabayashi (Cyber University)

4 Designing a College Entry Course Relying on Students’ Autonomy to Nurture
their Autonomy
VIIIKatsuaki Suzuki (Musashino University)

Room 503 (14:40-16:20, August 22nd)

1 Changes in Professor Trust, Class Engagement, Learning Motivation in Team
Project Classes
Jeonghee Lyu (Chonnam National University), Suna Oh (Gwangju University)

2 Challenges for New Tutors in Writing Center: Focus on Initial Training Period
Mayuno Kubo (Kwansei Gakuin University), Yuki Fukuyama (Kwansei Gakuin
University), Kanna Hida (Kwansei Gakuin University), Tone Kasai (Kwansei Gakuin
University), Keita Nishiguchi (Kwansei Gakuin University)

3 Effect of the Division of Labor in Narrative Creation on Question Generation
Junya Kawai (Tokyo University of Science), Yuki Watanabe (Tokyo University of
Science)

4 Impact of video material on modeling teachers’ strategies for writing historicalreasoning texts for students’ mastering the strategies: comparison with printed
materials
Ryohei Ikejiri (Hiroshima University), Hiroaki Aikawa (Tokyo Metropolitan Kohoku
High School)

Room 504 (14:40-16:20, August 22nd)

1 The Influence of HOTS-Based Learning on Critical Thinking Ability in Long
Jump Sport of Class Seven Junior High School
Ellen B. Lomboan (Manado State University), Mieke O. Mandagi (Manado State
University), Jeanne R. Malonda (Manado State University)

2 Survey of university students' attitudes toward "tables" in arithmetic
Atsuyuki Yada (Kochi University)

3 Classroom Design for Just the Right Use of ICT in Mathematics Education:
IXPractical Use of Interactive Whiteboard in Teaching Trigonometric Graphing
Tomohiko Shima (Kanagawa Gakuen Girls' Junior and Senior High School)

4 Reframing Definition and Measurement of Conceptual Knowledge inMathematics
Shota Higuchi (Tokyo University of Science), Yuki Watanabe (Tokyo University of
Science)

Room 505 (14:40-16:20, August 22nd)

1 Multimedia Integration Learning Transformation and its Implications in CriticalThinking Aspect
Henny Nicolin Tambigon (Manado State University), Shelty D.M. Sumual (Manado
State University), Djubir R.E. Kembuan (Manado State University), Mieke O.
Mandagi (Manado State University)

2 Exploring the Relationship between Web Third-Person Effect of Misinformation
and Critical Thinking Disposition
Hinako Kudo (University of Yamanashi), Ryosuke Onoda (University of Yamanashi)

3 After Effects of Misinformation on the Internet Following 2024 Noto Peninsula
Earthquake: Preliminary Study on Newspaper Articles and their Educational
Potential for the Senior Generation
Ryo Saito (Tohoku University), Yoko Noborimoto (Tokyo Gakugei University),
Tatsuya Horita (Tokyo Gakugei University)

4 Developing a System for Visualizing and Evaluating Information Collection in
Inquiry Learning
Alexander Maas (Tohoku Gakuin University), Yoko Noborimoto (Tokyo Gakugei
University), Fumie Niwai (Aoyama Gakuin University), Shota Itagaki (Miyagi
University of Education), Tadashi Inagaki (Tohoku Gakuin University), Tatsuya Horita(Tokyo Gakugei University)

XRoom 506 (14:40-16:20, August 22nd)

1 Implementation of the Civic Education Curriculum for Pre-service Teachers
Hoseung Byun (Chungbuk National University), Jongyeon Lee (Chungbuk National
University), Hyeji Kil (Chungbuk National University), Yujin Chang (Chungbuk
National University), Seung-hyeon Choi (Chungbuk National University), Hyunju Kim(Chungbuk National University), Sein Shin (Chungbuk National University)

2 Connecting learning to daily lives through transformation of worldview increative activities
Yoshiro Miyata (Chukyo University), Nalin Tutiyaphuengprasert (Darunsikkhalai
School for Innovative Learning, KMUTT)

3 A Study on Media for Learning Experimental Practices in a Community ofPractice
Norihiko Kimura (Keio University), Takashi Iba (Keio University)

4 Mutual Understanding and Learning Opportunities in –Collaborative Cooking
with Disabilities and Locals–
Yayoi Hiratsuka (Institute of Advanced Media Arts and Sciences)

Room 508 (14:40-16:20, August 22nd)

1 Connecting Adolescents Girls through Collaborative Digital Storytelling
Oswaldo Castro-Romero (Kyung Hee University)

2 Utilizing a Performative Approach through the Use of Multimedia to Enhance
Achievements to Learn Sports in Athletic Materials
Jeanne R. Malonda (Manado State University), Ellen B. Lomboan (Manado State
University), Widdy H.F. Rorimpandey (Manado State University), Mieke O. Mandagi(Manado State University)

3 Performative Learning as an Innovative Approach A Case of High School
Activities outside of School
XI

Kenichi Kubota (Kansai University)

4 Learning Open Dialogue with Performative Approach: Potentials of Online
Sessions
Yuko Takamoto (Mukogawa Women's University)

Room 509 (14:40-16:20, August 22nd)

1 Manga as Performance in English Language at a Japanese University
Matthew Wiegand (Musashino Art University)

2 The potential of “laughter” as a message: Analyzing a university dialogue
workshopMika Suzuki (Tokyo University of Foreign Studies)

3 Trial Comparisons between YouTube’s Audience Retentions and Viewers’
Affective Evaluations
Hiroki Ohsawa (Tohoku University, Kinjo Gakuin University), Toru Nagahama(Tohoku University)

4 Linking an English Language Test (GTELP Junior) to the CEFR: Embracing
Foundational Teaching in the Age of AI
Minjung Kim (G-TELP Korea)

Room 510 (14:40-16:20, August 22nd)

1 From Mistakes to Mastery: Understanding Workshop Design through University
Students' Experience
Jiwun Jun (Meiji University), Makiko Kishii (Meiji University)

2 Transforming volunteer students’ perceptions and their process through the art
creative activity
Ryota Yamamoto (Osaka Kyoiku University)

3 Loss and Damage: Creative Approaches to Educating Climate Change Impacts in
XII

the Philippines
Crina Tañongon (University of the Philippines Cebu), Emely M. Amoloza (Universityof the Philippines Open University)

4 The Effectiveness of the 360-degree Camera as a Learning Tool - From its
Application in Workshops
Toari Miyashita (Sugiyama Jogakuen University), Mihoko Kamei (Sugiyama Jogakuen
University)

Room 511 (14:40-16:20, August 22nd)

1 COIL Collaboration with Five Universities across the Pacific: English Education
Perspectives
Yayoi Anzai (ANZAI Global Communications, Inc.), Aya Fukuda (Tokyo Universityof Foreign Studies), Fernando Rodriguez (University of California Irvine), Roberto
Figueroa (University of the Philippines)

2 Effectiveness of discussion technologies for cross-cultural understanding −Video
Conferencing and Virtual Reality−
Miho Fukagawa (Kanazawa University), Kenji Kawamoto (Çanakkale Onsekiz Mart
University) , Tomoko Yaginuma (Minho University), Akitaka Higashi (Kanazawa
University)

3 The Success Case Method : Impact Analysis for Global Biomanufacturing
Training Program
Yujie Han (Seoul National University), Cheolil Lim (Seoul National University),
MinSeon Jeon (Seoul National University), SeungHa Kim (Seoul National University),
Jahyun Jeong (Seoul National University), Chaerin Lee (Seoul National University)

4 Readiness of Current University Students for Taking Online “Negotiation” Class
Mayumi Kubota (Kansai University), Yuka Suzuki (J.F. Oberlin University)

XIIIRoom 512 (14:40-16:20, August 22nd)

1 Analysys Assignments Submission Time of Programming Learners on Informatic
Subject in High School
Kyosuke Okamoto (Miyagi University of Education), Toru Nagahama (Tohoku
University)

2 Scaffolding in Practice: Zones of Proximal Development for Large Programming
Classes
Emily Ohman (Waseda University), Elissa Nakajima Wickham (Waseda University)

3 Effectiveness Analysis of Peer Review, Teacher Review, and Self-review in
Production-based Class
Huazhe Sha (Hokkaido University), Mayumi Sugiura (Hokkaido University),
Katsusuke Shigeta (Hokkaido University)

4 Practical Exercise in Video Production Using a Review Video Comment System
Norihiro Nishio (Mejiro University, Shizuoka University), Yuta iida (Shizuoka
University), Kanako Uematsu (Mejiro University), Takahiro Sugiyama (Shizuoka
University)

XIVRoundtable Session 1
Room 501 (13:30-15:00, August 21st)

1 A study of the impact of programming games on programming learning basedreflective scaffolding
YiNing Cai (Wenzhou University)

2 Research on the application and effect of reflection promotion mechanism basedon double loop learning theory in digital story creation supported by generative
artificial intelligence
Yihui Wang (Wenzhou University), Biying Ye (Wenzhou University)

3 Beyond Play: Harnessing Game Design Activity to Boost AI Literacy andComputational Skills in Education
Jiyoon Chae (Seoul National University), Lim Cheolil (Seoul National University)

4 Investigating the Relationship Between Gamification, Personality Traits, andGoal Attainment in Online Postsecondary Settings
Jewel Mahoe (The University of Hawaiʻi at Mānoa), Seungoh Paek (The University of
Hawaiʻi at Mānoa)Room 502 (13:30-15:00, August 21st)

1 Employing Artistic Methods to Help Students Create Research Questions: A Case
Study of Inquiry-Based Learning in a Japanese High School
Kyoko Hazama (Meiji University), Makiko Kishi (Meiji University)

2 Developing and Evaluating a Learning Model for Improving GraphicalRepresentation Ability
Kohei Watanabe (Tokyo University of Science), Koki Tamaki (Tokyo University of
Science), Yuki Watanabe (Tokyo University of Science)

3 Regarding the practice of linked improvisation in which music elements areshared mutually, and the communication possibilities between performers as a
XVresult
Satoshi Fukushima (Institute of Advanced Media Arts and Sciences)

4 Development of XR-based content in Art education
Huiryeong Kang (Chonnam National University),Yura Jeong (Chonnam National
University), Seonyul Lee (Chonnam National University), Jeeheon Ryu (Chonnam
National University)

Room 503 (13:30-15:00, August 21st)

1 The Application of Peer Dialogue Strategy Supported by Virtual Human
Platform in Primary School Listening and Speaking Teaching
Yu Fu (Wenzhou University)

2 Impact of Hidden Curriculum on Upper Elementary Students’ Information
Literacy
Rentaro Horiuchi (Shinshu University), Kazunori Sato (Shinshu University)

3 Analysis of Difficulties Perceived by Teachers in Programming Education in
Elementary Schools
ZhE Wang (Kansai University), Haruo Kurokami (Kansai University）

4 Research on the basis of using ICT in Japanese elementary school music
Shu Wang (Kansai University), Haruo Kurokami (Kansai University）

Room 504 (13:30-15:00, August 21st)

1 Factors Influencing Pre-Service Teachers’ Intention to Use SVVR for Teaching
Lu-Fei Han (Wenzhou University), Yuan Zhang (Wenzhou University), Yu-Zhen Jin(Wenzhou University), Yi-Pin Huang (Wenzhou University)

2 Case Study on the Routine Use of Online Chat for Teacher Learning
Maki Ito (Shinshu University), Yuki Yachi (Shinshu University), Kazunori Sato
(Shinshu University)

XVI

3 Comparative Study on ICT Utilization Instructional Competence Standards in inservice training between Japan and China
Jiarui Lyu (Kansai University), Wakio Oyanagi (Kansai University)

4 The Types and Purposes of ICT Use in Autonomy-Supportive Teachers’ Classes
Rio Wakatsuki (Sakae Elementary School), Kazunori Sato (Shinshu University)

Room 506 (13:30-15:00, August 21st)

1 A Study on the Significance of ICT Utilization in Classical Chinese Education in
Japanese High Schools
Jiawei Li (Kansai University), Wakio Oyanagi (Kansai University)

2 Structural Relationship among Learning Engagement, Perceived Teacher
Support, Learning Motivation, Professional Identity and L2 Emotions in Chinese
ESP ClassLiya Zhou (Keimyung University, Civil Aviation University of China), Wooyong Eom(Keimyung University), Liang Lina (Keimyung University, Liming Vocational
University)

3 Structural Relationship Among Teachers’ TPACK, School Support for TEL,Technology Self-Efficacy, Technostress, and Teacher Performance in ChineseCollege Classes
Lina Liang (Keimyung University, Liming Vocational University), Wooyong Eom(Keimyung University), Zhou Liya (Civil Aviation University of China)

4 Issues and Support Methods for ICT-based Learning in Elementary Schools froma Teacher's Perspective
Shoko Tange (University of the Sacred Heart)

Room 511 (13:30-15:00, August 21st)

1 An empirical study of generative artificial Intelligence technology supporting EFL
students' learning

XVII

Huilin Zhang (Wenzhou University), Gang Yang (Wenzhou University), Youyou
Zhang (Wenzhou University), Wei Zhou (Wenzhou University)

2 Development of a Class in which Students Watch News Videos with Statistical
Information Using Critical Thinking
Shuto Nachi (Waseda University), Kyohei Sasaki (Tokoha University)

3 Media Use in Techonology Integration Framework for Service-Learning
Pedagogy: A Call to Policymakers
Sobe McMahon (Aichi University of Education), Hironari Nozaki (Aichi Universityof Education)

4 Development of an Automated Pointing System for Lecture Videos
Hidetoshi Akimoto (Tohoku University), Toru Nagahama (Tohoku University)

Room 512 (13:30-15:00, August 21st)

1 Development and Educational Application Research of Emotion Recognition
System Assisted by Large Language Models
Ziying Lyu (Wenzhou University), Liyan An (Wenzhou University)

2 SVVR-based Technological Intervention's Impact on STEM Career Awarenessand Emotional Engagement
Shen Chen (Wenzhou University), Ruirui Ge (Wenzhou University), Wenhua Lai(Wenzhou University), Chen Liang (Wenzhou University)

3 Designing a Method to Support Collaborative Learning that Incorporates
Reflection to Promote Positive Belief in Collaboration
Kaisei Ishii (Tokyo University of Science), Kento Nakamura (Tokyo University of
Science), Yuki Watanabe (Tokyo University of Science)

4 Developing The Self-Efficacy of Novice Programmers Through a Multiplayer
Game
Genta Togashi (University of Hawaiʻi at Mānoa)XVIII

Roundtable Session 2
Room 501 (15:15-16:45, August 21st)

1 Evaluating an Escape Room Metaversal Quest as a Teaching and Learning Toolfor Undergraduate Students in an Open and Distance e-Learning
Lexter Mangubat (University of the Philippines Open University)

2 International Exchange Activities between Cambodian and Japanese SchoolStudents to Foster Mutual Understanding
Misaki Sugimoto (Nihon Fukushi University)

3 Exploring Self-Reliance through the Internet: The Case of Myanmar Refugees inJapan
Akari Asano (Meiji university), Yuko Iwata (Meiji University) , Makiko Kishi (Meiji
University)

4 International Exchange Program and Borderless Collaborative Learning in
Expanding with ICT
Maro Kimizuka (Nihon Fukushi University)

Room 502 (15:15-16:45, August 21st)

1 Development and Impact Exploration of a Prompt Engineering Education
Program for Middle-aged Women Pursuing Career Transition
Ji Eun Ha (Ewha Womans University), Seyoung Lee (Ewha Womans University),
Jaesam Chung (Ewha Womans University)

2 Development and Evaluation of Modeling-Related Problem Posing Classes Aimedat Acquiring Mathematical Modeling Competencies
Soya Miki (Tokyo University of Science), Shota Higuchi (Tokyo University of
Science), Yuki Watanabe (Tokyo University of Science)

3 Formative Design and Development XR based Simulation for CPR Training
Daeun Kim (Chonnam National University), Huiryeong Kang (Chonnam National

XIX

University), Seonyul Lee (Chonnam National University), Jeeheon Ryu (Chonnam
National University)

4 Designing Inquiry Learning with Mathematical History to Foster Students'
Epistemic Curiosity
Mai Takahashi (Tokyo University of Science), Koki Tamaki (Tokyo University of
Science), Yuki Watanabe (Tokyo University of Science)

Room 503 (15:15-16:45, August 21st)

1 A Systematic Review About Analysis of Challenges and Success Factors for
Implementing OER in K12 Education
Zhang Yupiao (Tohoku University), Toru Nagahama (Tohoku University)

2 Theoretical Review and Educational Frameworks of Rubrics
Nene Kazawa (Kansai University), Haruo Kurokami (Kansai University)

3 Analysis of the Influences Contributing to the Achievement of Social
Independence by Former School Refugee
Daiki Itoh (Kansai University)

4 Research trends in Design and Development Research(DDR): A review ofpublications in ETR&D and BJET journals from 2012 to 2023
Xuanotong Guo (Seoul National University), Zhenyan Li (Seoul National University),
Bokyung Go (Seoul National University), Cheolil Lim (Seoul National University)

Room 504 (15:15-16:45, August 21st)

1 The Effect of Using a To-Do List on Reflection Time
Yukiko Oniwa (Kansai University)

2 Feedback teaching supported by intelligent agents on programming performancethe impact of cognitive adjustment
Xinyu Dong (Wenzhou University)XX3 How can students improve data literacy: Developing and Applying theInstructional Systems Design Model for a Cross-Curricular AI Convergence Class
Eunseon Lim (Seoul National University), Minhee Lim (Seoul National University),
Minseon Jeon (Seoul National University), Cheolil Lim (Seoul National University)

4 How concepts related to agency are different between MEXT and OECD
Hyuga Hayakawa (Kansai University)

Room 506 (15:15-16:45, August 21st)

1 A Comparative Study of Information Moral Awareness among College Students
in Japan and China
Bohan Hou (Kansai University), Wakio Oyanagi (Kansai University)

2 Educational Program for Media Literacy through Metacognition and Mutual
Understanding
Masataka Hashimoto (Institute of Advanced Media Arts and Sciences)

3 Development of an Automated Responses AI Model in VR-based Simulations for
Pre-Service Teachers
Seonyul Lee (Chonnam National University), Yuseon Jeong (Chonnam National
University), Jeeheon Ryu (Chonnam National University)

4 Development of an ethical competency framework for AI use in education for preservice teachers
Bokyung Go (Seoul National University), Cheolil Lim (Seoul National University)

Room 511 (15:15-16:45, August 21st)

1 An empirical study of the effect of Artificial Intelligence Technology on EFL
students' oral expression ability
Yali Wang (Wenzhou University), Gang Yang (Wenzhou University), Yudie Rong
(Wenzhou University)

XXI2 The Use of ChatGPT in EFL University Students' Oral English Learning and Its
Effects on Learning Performance and Cognitive Load: An Empirical Study
Yudie Rong (Wenzhou University), Gang Yang (Wenzhou University), Zhuocen Zou(Wenzhou University), Yali Wang (Wenzhou University)

3 Exploring the Educational Effect of Generative AI-Driven "Wall-Hitting"
Activities in Elementary Japanese Language Classes
Shigemichi Tanaka (Naruto University of Education), Tetsuya Bando (Naruto
University of Education)

4 Advanced Learner Model for Error Collection: Using Japanese honorifics as an
exampleShubin Qin (Japan Advanced Institute of Science and Technology), Wen Gu (Japan
Advanced Institute of Science and Technology), Koichi Ota Japan Advanced Instituteof Science and Technology), Shinobu Hasegawa (Japan Advanced Institute of Scienceand Technology)

Room 512 (15:15-16:45, August 21st)

1 Development and Evaluation of Story-based Instructional Materials to Improve
Engagement in Mathematics
Haruka Sakurada (Tokyo University of Science), Kento Nakamura (Tokyo Universityof Science), Yuki Watanabe (Tokyo University of Science)

2 From traditional library to Metaverse learning commons
Sumin Hong (Seoul National University), Taeyeon Eom (Seoul National University),
Sungkyung Park (Seoul National University), Minhee Lim (Seoul National
University), Cheolil Lim (Seoul National University)

3 Enhancing Awareness of Unconscious Bias and Behavioral Change Potential
through Playbuidling in Higher Education
Natsumi Ikezoe (Meiji University), Makiko Kishi (Meiji University)

XXII4 Creative Teaching: Towards a Pedagogy of Vitality and Possibility
Muri Marinho Mascarenhas (Tufts University)

XXIII

Concurrent Session1

1

Evaluating the Usability of an LMS-based Educational Metaverse:
A Case Study of Wonderverse
Juhyeon Park
Seoul National University, Republic of Korea
jhp1218@snu.ac.kr

Minhee Lim
Seoul National University, Republic of Korea
minhee1603@snu.ac.kr

Junbo KohSeoul National University, Republic of Korea
gtkobo92@snu.ac.kr

Jahyun Jeong
Seoul National University, Republic of Korea
wwogus826@snu.ac.kr

Junseo Kim
Seoul National University, Republic of Korea
jskim1124@snu.ac.kr

Cheolil Lim
Seoul National University, Republic of Korea
chlim@snu.ac.kr

This study aimed to evaluate the usability of Wonderverse, an LMS-based metaverse platform consisting of Wonder Class
and Wonder Play. Usability criteria and methods were identified through a literature review, and separate evaluation
instruments for teachers and students were developed. These instruments focused on four key domains (interface, instructionlearning support, technical support, ethical support) and included questionnaires. Additionally, task scenarios were createdfor participants to complete, aligning with the educational content in Wonderverse and the national curriculum of South
Korea. The usability testing was conducted during four class sessions by implementing the instruments along with observations,surveys, and interviews. A total of 61 students and 3 teachers participated in the study. Data from classroom observations,post-surveys, and interviews were analyzed, providing insights into the strengths, weaknesses, and areas for improvement ofWonderverse. The findings suggest that Wonderverse has significant potential, but modifications considering the identified
usability issues are necessary.

Keywords: Educational Metaverse, Metaverse, Usability, Usability Test, Wonderverse

Introduction
Within the education context, the metaverse offers new opportunities to enhance both teaching and learning
experiences. Incorporating the metaverse in educational settings is growing, driven by establishing relevant laws andregulations for distance education. The enactment of the Ministry of Education's "Framework Act on The Promotionof Digital-based Distance Education" and the inclusion of related provisions in the "Elementary and Secondary
Education Act" have facilitated this growth. The 2022 revised curriculum emphasizes the development of six corecompetencies: self-management, knowledge information processing, creative thinking, aesthetic sensitivity,communication, and community skills. These competencies highlight the importance of life-related learning, reflection
on the learning process, interdisciplinary integration, and deep learning to foster 'student agency' and digital literacy.
The increased emphasis on digital literacy education due to COVID-19 has validated the potential of the metaverse as
an educational medium, as demonstrated by various studies and practical implementations. Metaverse platforms havebeen widely adopted across different academic levels and subjects, including English (Sudarmaji & Yusuf, 2021),
science (Sahin & Yilmaz, 2020), coding (Park, 2021), art (Lee, 2021), mathematics (Park, 2022), and music appreciation
classes (Kwak & Jeong, 2022). These examples demonstrate the diverse applications of the metaverse in actualclassroom settings.
The metaverse offers various educational potentials by supporting personalized learning, blended learning, immersive
learning, authentic learning, and resource-linked learning – essential teaching and learning models for future education.
The metaverse's educational advantages include expanding self-identity and experiences, promoting learning
immersion, creating learner-centered ecosystems, ensuring inclusiveness and safety, and providing rich learning
support (Kye et al., 2023).
While existing metaverse platforms have primarily been developed for gaming, cultural, and social activities, it is crucial
to ensure the effectiveness of metaverse education by identifying usability evaluation factors that consider the2

ICoME 2024
educational usability of the metaverse. Systematic development of educational metaverse platforms tailored to theelementary and secondary school curriculum is necessary.
This study focuses on Wonderverse, an educational metaverse platform comprising Wonder Play and Wonder Class.
Wonder Play is a metaverse space designed to simulate reality, allowing learners to engage in story-based learning
content and solve quests, thereby facilitating active learning and providing high immersion. The learning content in
Wonder Play is created based on the achievement standards of the 2022 revised curriculum, helping students
systematically acquire essential concepts and competencies. Wonder Class, a learning management system for teachers,
assists in real-time monitoring of attendance, activity status, students requiring support, and the distribution of students
by stage during class. It also offers functions for awarding and deducting rewards to enhance learning attitudes andstudent motivation. The usability of Wonderverse is a critical factor influencing the quality of teaching and learning.
Therefore, this study conducted a usability evaluation to ensure the effective classroom use of Wonderverse.
Evaluation metrics and tools were developed, and methods such as observation, surveys, and interviews were employed
to identify issues and suggest improvements. This research proposes strategic measures to enhance Wonderverse's
overall usability, increasing its applicability in educational settings. By improving its usability, Wonderverse can beeffectively utilized by both teachers and students, enhancing the educational experience.

Research Design & Methods
A mixed-method approach combining both qualitative and quantitative research methods was employed to evaluate
the usability of Wonderverse. First, an extensive literature review was conducted, examining key terms like "metaverse,""educational metaverse," "usability evaluation," and "usability evaluation of metaverse." The literature was analyzed
based on various factors, including educational levels, research objectives, and evaluation methods. Next, case studies
of existing metaverse platforms commonly used in education, such as Gather Town, ZEP, Minecraft, Roblox,
ZEPETO, ifland, and V Story, were analyzed. These platforms were examined for their educational functionalities,
such as knowledge construction, context provision, emotional support, and learning environment features. From theliterature review and case studies, key usability evaluation factors for Wonderverse were identified, including interface,
instruction-learning support, technical support, and ethical support, with specific sub-factors like learnability, ease ofuse, interactivity, immersion, presence, motivation, goal orientation, content relevance, content differentiation,technical stability, security, and ethical safety. Evaluation items were developed for both learners and teachers. Then,
pre-training sessions were conducted to familiarize instructors with Wonderverse and ensure compatibility with school
devices. The educational content used for evaluation focused on "endangered species”, aligned with the revised
curriculm. Finally, the usability evaluation was conducted through surveys with three classes, involving three teachersand 61 students. Descriptive statistics were used to analyze the responses. Field observations, including task scenarios,
observation records, and video recordings, were also conducted to collect data and provide insights for usability
improvements. Also, post-interviews with teachers and students were carried out to gather qualitative feedback. Theinterviews addressed overall satisfaction, reasons for satisfaction, suggestions for improvement, and the helpfulness of
the learned content.

Results
This study conducted a usability evaluation of the Wonderverse beta version in May 2024, targeting teachers andstudents from three elementary schools in Seoul and Gyeonggi Province. The evaluation comprised surveys,
observations, and interviews. The specific findings are as follows.
Survey results revealed significant insights into the usability of Wonderverse as perceived by both learners and teachers.
First, learners evaluated the usability of Wonder Play, while teachers assessed both Wonder Play and Wonder Class,providing comprehensive feedback on their experiences. First, the usability of Wonder Play was assessed using a 5point Likert scale. Overall, learners (N=61) rated the usability of Wonder Play as relatively high (M=3.76). Specifically,learners reported increased motivation to participate actively in lessons using Wonder Play (M=4.34). They also foundthe goals and content of the lessons clear (M=3.89) and experienced smooth interactions with classmates and NPCs
(M=3.82). However, ease of operation and presence received the lowest ratings (M=3.39). Second, teachers (N=3)
rated the usability of Wonder Class as relatively high (M=3.61). The content provided by Wonder Class was deemed
appropriately aligned with the curriculum and suitable for the learners’ levels (M=4.33). The platform's differentiationfrom other metaverse teaching materials was also noted (M=4.33). Security aspects, such as controlling external accessand protecting personal information, were positively evaluated (M=4.00). However, technical stability was rated lower(M=2.67). Third, teachers rated the usability of Wonder Play as relatively high (M=3.88). They noted high student
engagement during lessons (M=4.67) and found the virtual space to be highly realistic (M=4.67). The ease of learning

3

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the interface and functions was also positively evaluated (M=4.00). However, ethical safety concerns, such asaddressing cybercrime, received the lowest ratings (M=3.00).
Next, observations were conducted to gather qualitative data on the usability of Wonderverse, focusing on bothlearner and teacher behaviors during its use. The analysis of learners' average time spent on activities and theircompletion rates revealed a general decrease in time spent as the sessions progressed, indicating increased familiarity
with the operations. Completion rates were consistently high across the schools, with only minor variations. Overall,most learners followed the teacher's instructions well and participated actively. However, some issues were observed,
such as teachers' unfamiliarity with Wonder Class operations leading to data loss and difficulties in real-timemonitoring. Additionally, variations in quest completion speeds among learners occasionally resulted in off-task
behavior and difficulties in navigating the map.
Finally, interviews were conducted to gain deeper insights into the experiences of both teachers and learners with
Wonderverse. Teachers highlighted the increased student interest and participation facilitated by Wonder Class andWonder Play. They appreciated the ease of lesson preparation and the utility of Wonder Class's interface andmanagement features. However, they identified areas for improvement, such as simplifying the interface
connections, integrating student screen monitoring, and enhancing data recovery and individual student control
capabilities. Learners found Wonder Play engaging and more realistic than traditional textbooks, particularly enjoying
the quests. They provided positive feedback on the interactivity and goal orientation. However, they suggested
improvements in navigation, chat functions, map features, and character customization. Technical issues, such as
delayed screen transitions and handling SOS requests, also required attention.

Discussion and Conclusion
This study fundamentally aims to explore the usability and potential for improvement of Wonderverse, an educational
metaverse, by having instructors and students utilize it during class sessions and evaluate its usability. To assess andsuggest enhancements for Wonderverse's usability, surveys, field observations, and interviews were conducted withteachers and students from three elementary schools in Seoul and Gyeonggi regions. The results indicated that while
Wonderverse shows significant potential as a valuable teaching and learning medium, certain usability improvements
are necessary. The conclusions and implications derived from this study are as follows:Firstly, both instructors and students demonstrated relatively high levels of satisfaction with the usability of Wonder
Play. Survey results indicated that learners perceived Wonder Play as highly motivating for class participation, andinstructors found it very effective in terms of immersion, presence, interactivity, and functional learnability. Thesefindings align with Zhang et al. (2022) on immersive social interaction in the metaverse and Cai et al. (2022) on
providing environments similar to the real world.
However, both instructors and learners reported lower usability in terms of ease of operation. Observation results
showed a trend of decreasing time required to complete Wonder Play quests as sessions progressed, which can beinterpreted as learners become more familiar with the controls after the initial session. Interviews revealed that learners
found sprinting slow and the map limited in information and functionality. Thus, the primary issue seems to be theinconvenience experienced during navigation rather than the difficulty of the controls themselves. To enhance ease ofoperation, features facilitating quicker and easier navigation to destinations should be prioritized.
Additionally, there was a discrepancy in perceived presence between instructors and learners. While instructors rated
the presence of Wonder Play highly, learners perceived it as relatively low. This can be attributed to the fixed thirdperson perspective and limited viewpoint adjustments noted by learners in interviews. Therefore, considering an option
to perform quests from both third-person and first-person perspectives could be beneficial.
Secondly, regarding the usability of Wonder Class, survey results indicated that instructors found the content wellaligned with the curriculum and appropriately tailored to learners' levels. However, interview feedback highlighted
issues with the vocabulary level of the content and the difficulty of quests for certain students. Thus, it is essential toprovide supplementary explanations for difficult terms and specific guidance on why quests failed and how to
overcome these challenges. Additionally, there was a demand for collaborative team quests to foster students'
cooperation skills and diversify the learning experience.
Further, several areas and elements in Wonder Class were identified as needing improvement, including technicalstability, student activity monitoring, and the class management interface. Teachers reported difficulties in real-time4data monitoring and utilization, and complexity in navigating between pages. The low technical stability rating can belinked to issues such as the inability to recover accidentally deleted class data. Teachers also faced challenges inmanaging students and providing adequate support during activities. Therefore, enabling instructors to monitor
Wonder Class while moving around and providing a comprehensive view of all students' activities is necessary. Adding
features for controlling and supporting individual learners, as well as providing help or support functions to address
simple errors independently, would also be beneficial.
This study identified usability issues in Wonder Play and Wonder Class through usability evaluation and proposedcorresponding improvement measures. The usability of digital platforms like Wonderverse can significantly impact theeffectiveness of teaching and learning activities (Lim et al., 2009). Enhancing the usability of Wonderverse is crucial
for supporting educational activities, necessitating continuous evaluation and improvement. The usability evaluation
results presented in this study can serve as foundational data for enhancing Wonderverse's usability.
The limitations of this study and suggestions for future research are as follows. Although this study proposed
improvement measures to enhance the usability of Wonderverse, it was limited by conducting the usability evaluation
only once. To further improve usability, it is important to understand the needs of relevant stakeholders and repeatedly
conduct usability evaluations incorporating feedback from instructors, learners, and experts to develop and optimize
the platform. Future research should focus on optimizing Wonderverse to support teaching and learning activities
effectively by implementing the suggested improvements from this study. These follow-up studies, reflecting theimportance of instructional support functions emphasized by Kim et al. (2023) and Shin, Jeon, and Jeong (2023), willcontribute to making Wonderverse a more effective educational metaverse platform. Moreover, future research could
conduct multifaceted evaluations to maximize the educational utilization of Wonderverse, such as comparing usability
differences based on prior experience with educational metaverses or between PC and tablet usage and identifying
specific usability improvement measures for each context.

ReferencesCai, S., Jiao, X., & Song, B. (2022). Open another door to education—applications, challenges and perspectives of theeducational Metaverse. Metaverse, 3(1), 12.
Kim, S., Wi, E., Park, H., Shin, H., Ro, K., Jang, M., & Chang, S. (2023). Deriving Factors of the Usability Evaluation
on Metaverse for Metaverse-Based Learning. Journal of Korean Association for Educational Information andMedia, 29(2), 455-483.
Kwak, D., & Jung, J. (2022). A Study of the Development and Verification of Art-linked Music Appreciation Class
Plan by Using Metaverse for High School Students. Journal of Research in Curriculum Instruction, 26(5), 512529.
Kye, B., Lee, D., Lee, E., Jo, A., Kim, E., & Kwon, M. (2023). Metaverse-based future education learning environment
design research report. KR 2023-2. Daegu: KERIS.
Lee, K. (2021). Art Education in the Era of Metaverse, Art Education Research Review, 35(3), 324-348.
Lim, C., Song, H., Lee, Y., & Lee, Y. (2009). Development and Implementation of a Digital Textbook Platform
Usability Assessment Instrument. Journal of Educational Technology, 25(4), 125-155.
Park, J. (2021). A Case Study on Non-Faced SW Education Using Minecraft in New Normal Era, Journal of DigitalContents Society, 22(6), 951-958.
Park, M. (2022). A Study on the Possibilities of Using Metaverse in Mathematics Education. Journal of the Korean
School Mathematics, 25(4), 397-422.
Sahin, D., & Yilmaz, R. M. (2020). The effect of Augmented Reality Technology on middle school students'
achievements and attitudes towards science education. Computers & Education, 144.
Shin, J., Jeon, E., & Chung, D. (2023). Instructor Usability Evaluation toward Metaverse Education Platform, Design
Research, 8(2), 78-89.
Sudarmaji, I., & Yusuf, D. (2021). The Effect of Minecraft video game on students’ English vocabulary mastery.
Journal of English Teaching & Applied Linguistic, 3(1), 30-38.
Zhang, X., Chen, Y., Hu, L., & Wang, Y. (2022). The metaverse in education: Definition, framework, features, potential
applications, challenges, and future research topics. Frontiers in psychology, 13, 1016300.

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Exploring the skills used in teachers' use of datain school improvement
Wakio Oyanagi
Kansai University, Japanoyanagi@kansai-u.ac.jp
The effective techniques for the utilization of educational data by schools and teachers are reported. Similarly, how schools
and teachers deal with the use of educational data and the challenges they face have been discussed. This study aims toanalyze and interpret how teachers deal with educational data on a regular basis, how they use educational data, and what
professional skills they demonstrate in doing so through cases in Japanese schools. We participated in teacher training sessions
and collected and analyzed information on how teachers and teacher leaders feel about and use educational data throughquestionnaires and participant observation. We observed differences between teacher leaders and teachers in their perceptionsof educational data use. Teacher leaders used data literacy along with practical wisdom as their professional skills.

Keywords: Teachers' use of data, Dashboard, Platform, Professional Skill, School Improvement

Introduction
International research on the use of educational data has focused on the content of innovative technologies andtheir effectiveness in data visualization and science. However, schools and education professionals are rarely involved
from the beginning in the co-design of dashboards used for data visualization, and researchers specializing in education
have pointed out that their opinions are used only for the operational evaluation required by system development(Bowers 2021).
Schools store and exchange a variety of information (utilizing data infrastructure) through applications in the
management and administration of school affairs and learning activities. However, schools have not paid muchattention to the digital platforms that serve as their foundation. In response to this situation, it has been pointed outthat it is important and meaningful for educators to pay analytical attention to how data are collected and used by those
who operate the systems and promote educational research (Pangrazio et al. 2022).
On the other hand, it has been pointed out that schools have a wealth of data for evidence-based decision-making
but are not using it to solve problems because of existing school traditions and busy schedules. The disconnect between
educational administration and the results sought by schools in relation to efforts to utilize educational data and thestress of schools are also noted as reasons for this. To solve these problems, the importance of carefully considering
what issues teachers face and what they should value when they use data, based on specific cases where educational
data are used by the school as a whole and by individual teachers, etc., has been pointed out (Rääk et al. 2021).
In Japan, many schools and teachers have had access to one terminal per student since 2020, thanks to the proactive
efforts of the Minister of Education, Culture, Sports, Science, and Technology. By 2023, a cloud-based one-to-one
environment for students will be realized in almost all municipalities.
However, in many schools and local boards of education in Japan, the link between school affairs information andlearning information is still not well developed. 1-to-1 terminals have been used as tools for teaching and learning, but
the information collected and recorded has rarely been used as educational data to improve schools and classes.
Therefore, this study assumes that the use of dashboards and platforms will lead to the use of data in all Japanese
schools in the future and focuses on how teachers feel, what they actually pay attention to, and what actions they takewhen using data. We are also interested in accumulating knowledge through case studies on what should be valued inrelation to the use of data in education to examine whether the difference between the use of data by individual teachers
and the use of data by school organizations is similar in Japan. We would also like to conduct basic practical researchon how to deal with the issues discussed in the aforementioned studies that will arise in Japan in the future.

Research Design & Methods
This study aimed to analyze and interpret how teachers deal with educational data on a regular basis, how they use
educational data, and what professional skills they demonstrate in doing so. We performed the following two steps inthis study:First, Survey 1, a questionnaire survey, was conducted with the cooperation of City A to determine "how teachers
deal with educational data on a regular basis and how they utilize educational data."

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Next, Survey 2 was conducted with the cooperation of City B to participate in training situations where teachers
utilize educational data and explore "how teachers act, how they communicate with each other, analyze and interpret
data, produce certain results, and decide what to do next," by conducting a participant observation.
All study participants provided informed consent, and the study design was approved by the appropriate ethics
review board.

Results
City A is a large city that includes mountainous and urban areas. We requested their cooperation because we believed
that, as a city in Japan, the location of its schools was unbiased and representative. The survey participants wereelementary schoolteachers in City A. In Japan, elementary school teachers have made more progress in using
Information and Communication Technology (ICT) in their classes than secondary school teachers. We selectedteachers with three years of experience working at the school because we wanted them to respond to the question
about their experience since 2020, around when the school environment changed. All study participants provided
informed consent, and the study design was approved by the appropriate ethics review board. A total of 177 third-year
service teachers who agreed to participate in the survey were requested to complete the questionnaire in early June
2023. Eighty respondents met the deadline. At the end of June, we requested the same 177 teachers in their third yearof employment to participate in a survey to self-evaluate their ICT use. Consequently, 132 teachers met the deadline.
Eight questions rated their efforts in terms of positive (5 points) to negative (1 point) responses.
Table 1 shows a difference between the school's efforts and one's own efforts in Q2, "Student's use of ICT," andQ5, "using survey information to improve lessons," as well as variations in the responses. Looking at the results of Q7
and Q8, it can be understood that the respondents were more negative on average when conducting their own surveys
to improve their lessons and classroom management than the results of the other questions. The standard deviation
was also larger than that of the other questions; therefore, it can be interpreted that there was a tendency for variationin the responses among teachers.
Table 1Comparison of school initiatives and own initiatives regarding ICT use
About initiatives at the school where youwork; Teachers in their third year of
employment (n=80)
Average

About your own efforts;
Teachers in their third year of
employment (n=132)

Stdandard Deviation Average

Standard Deviation

Q1.Teachers' use of ICT in the lessons

4.19

0.80

4.18

0.80

Q2.Students' use of ICT in the lessons

4.14

0.79

3.71

1.04

Q3.Teachers' use of ICT in school affairs

3.95

0.74

4.02

0.97

Q4.Utilizing various survey information on students to understand students

3.78

0.86

Q5.Utilizing various survey information on students to improve lessons

3.76

0.82

3.17

1.21

Q6.Need for teacher training on the use of educational data

3.86

0.91
2.86
3.2

1.25
1.14

Q7.Conducting self-designed surveys to understand how students are doing in order to improve lessons
Q8.Conducting self-designed surveys to understand how students are doing for classroom management

According to the "free answers" of teachers in their third year of employment, it was evident that they tend to
consider the "use of ICT in teaching as well as learning activities" and the "use of educational data using ICT" to be
two different things. The tendency has become evident that "ICT use in teaching and learning activities" wasunderstood as an initiative contributing to the improvement of teaching and learning and "ICT use of educational
data" as an initiative to evaluate students.
In summary, ICT has been used as a tool to guarantee learning, support learning activities, and support school affairs
since 2020, based on the results of a survey conducted in City A, Japan. However, teachers have not focused on theuse of educational data acquired through learning and communication activities using one terminal per student in acloud environment with a high-speed network. It has become evident that in addition to teachers' lack of interest in
the use of educational data in the first place, they lack awareness or recognition that the use of ICT and educational
data are closely related. The free descriptions in the questionnaire survey included "I have an image of using ICT fortest marking and grading," "I may look at student records stored on ICT to help me understand my own classes andstudents when I have trouble teaching students," and "Even if I have my students record their learning using ICT, it
will not be useful for me because my classes change every year. Therefore, I do not think I will spend much time onit." From the above, it can be imagined that the use of data in educational activities and school improvement isunderstood in schools in various ways, including teachers' images of their practices and the meaning and significanceof their efforts.

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City B has 15 junior high school districts, including 15 junior high schools and 28 primary schools. Since 2018, thelocal Board of Education in City B has deployed integrated education for elementary and junior high schools
throughout the city. We requested their cooperation because we believed that as a local city in Japan, the location ofits schools was unbiased and representative. This is because this is a city where primary and junior high schools
belonging to the junior high school district have been working on integrated primary and junior high education
initiatives, looking at educational data.
Participatory observations during the training on the use of educational data were made between January 2023 andJanuary 2024. The training was attended by 43 leaders of primary and junior high schools who promoted integrated
primary and junior high education.
The training was conducted in the following manner. First, the participants were divided into junior school districts
to discuss the initiatives, referring to the educational data.
The educational data used to reflect on the integrated primary and junior high school education efforts in each juniorhigh school district were the result of students' responses to the following questions:
Do you agree with the following statements?
①
Increased sense of self-efficacy and feelings of self-esteem
Q1. I have good grade points
Q2. I want to be helpful to other people②
Improving awareness of norms and communication skills.
Q3. I comply with school and class rules
Q4. When talking with my friends, I listen to them till the end before responding③
Fostering benevolent feelings and behaviors toward others
Q5. When I see someone in need of help, I willingly go ahead to help the person
Q6. I respect individual differences, such as ideas and personalities④
Reducing anxiety in junior high-school students
Q7. I enjoy going to school⑤
Establishing core foundational learning abilities (basic academic skills).
Q8. I have favorite subjects and learning activities at school
Q9. I understand the topics taught in Japanese classes
Q10. I understand the topics taught in arithmetic/mathematics classes
Q11. I understand the topics taught in English classes
Q12. I note the key points (aims and goals) and summaries (reflections) in class.
Q13. I willingly engage with my studies⑥
Cultivating the ability to think, judge, and express
Q14. When I have the opportunity to express my ideas, I can refer to data, texts, narrative structures, and so on,which enables me to communicate my thoughts well⑦
Fostering the ability to use knowledge and skills to solve problems
Q15. I apply the topics learned in class to other areas of study and/or daily life
Q16. I am willing to work on tasks presented by the teacher or activities planned by my classmates or groups.
Q17. I have dreams or goals for the future
Q18. I have opportunities to investigate and become involved with local issues and people in my classes,
assignments, activities, etc.
⑧
Activities with elementary and junior high schools
Q19. I enjoy participating in activities together with my schoolmates
Q20. I want to be like a junior high-school student I have interacted with
Have you reduced your anxiety about the following statements?
⑨
Bewilderment around entering junior high school
Q21. I have concerns regarding being taught by a subject-specific teacher
Q22. I have concerns about participating in extracurricular (club) activities
Q23. I have anxiety about talking to my new friends
Q24. I have anxiety about talking to older students
Q25. I am concerned that the content to be learned will be more difficult
Q26. I am anxious about taking midterms and final exams
Analyze survey results and discuss the accomplishments and challenges of the junior high school district's efforts in
2023. The results of the students' responses will be used to determine the status and trends of achievement toward theobjectives of the initiative.
To examine the overall trend of responses to the questions using educational data and identify items to which
students' responses tended to be positive and those to which they did not.
Select items closely related to the goals and content of the junior high school district's 2023 initiatives and analyze
the achievement status and trends toward the objectives of the initiatives based on the relationship between the items
or related items.

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The results of the analysis in relation to the objectives and initiatives of the 2023 efforts will be summarized on thewhiteboard as follows to confirm the results and identify the outlook for the 2024 efforts.
Reference example: Based on the results of student responses to questions 1, 5, and 9 in relation to the goal of "●●" and its initiatives1 set forth by this junior high school district in 2023, we learned that 〇〇. Considering the resultsof questions 10 and 18, it was considered necessary to improve and devise measures for △△△.
Before 2022, schools were responsible for utilizing educational data, such as student and teacher response results
and records of efforts, to reflect on their practices and identify the next steps to be taken. Therefore, teachers did nothave the opportunity to look at or learn how schools outside their own workplaces used educational data to reflect on
their practices. Training in January 2024 was conducted in the same manner as that in 2023, with face-to-faceparticipation. Half of the participants in the 2023 training session and the other half in the 2024 training session were
the same participants, while the other half were newcomers.
Participatory observation of discussions using educational data from 15 groups (junior high school districts)
identified the following teachers in common over two years.
1) Leader teachers initially discussed the students and their efforts at each school as they looked at these data in
response to the student challenges they had identified as middle school districts and the efforts they weremaking to address them. They then discussed how students responded to the joint and collaborative efforts ofelementary and middle schools. As educational data were presented on a spreadsheet, they discussed it while
reading the numbers and graphs on the spreadsheet. If the response trends differed from what the teachers
expected, they looked at historical data and discussed whether the trends were unique to the grade level inquestion or whether they were a consistent trend that continued in the district. They seemed to enjoy reading
and discussing the educational data on the spreadsheets from various perspectives.
2) When discussing how to solve problems for the next school year, the teacher leaders discussed various examplesof what might happen if certain initiatives were implemented based on what they had observed in their own
students. Interestingly, they talked a lot about how the students felt and the reasons for their behavior, taking
into account their family environment and other factors. They discussed priorities of what to work on, at least
to solve problems, and develop students' abilities. In their discussions, they were not only talking about methods
that would produce immediate results but also about what they should take time to work on and the methods
and measures they would use. They also checked the situation at each school, reached a consensus on thefollowing year's initiatives, and wrote about what they had decided on the whiteboard.
In summary, when analyzing and interpreting the data, the teacher leaders analyzed the students' feelings andattitudes toward the initiatives (response results) and communicated them based on memorable events, students'
images, and their own problems with the initiatives when recalling the reasons for their actions. Teacher leadersacquired basic data literacy as a professional skill in the use of data by teachers, and they did not resist data analysis. It
was also clear that they demonstrated skills in sharing information and practical wisdom on various student
understandings and building a consensus on the next steps to be taken.

Discussion

In this study, we investigated the attitudes of individual teachers and the attitudes and actions of teacher leaders toward
the use of data and confirmed whether we could say, as Rääk et al. (2021) pointed out, "there is a difference between
when educational data are used in accordance with school purposes and when they are used by individual teachers,"
through the Japanese case. While we were able to confirm that similar trends existed, the actions of teacher leaders inutilizing data also revealed clues that individual teachers could relate their own classes to the school's efforts throughthe use of data and move beyond the anxiety they currently feel. We also found clues to consider in designing
dashboards required in schools.

References
Bowers, A.J. (Ed.). (2021). Data Visualization, Dashboards, and Evidence Use in Schools: Data Collaborative Workshop
Perspectives of Educators, Researchers, and Data Scientists. Teachers College, Columbia University. New York, NY.
Pangrazio, L., Stornaiuolo, A., Nichols, T.P., Garcia, A., and Philip, T.M. (2022). Datafication Meets Platformization:
Materializing Data Processes in Teaching and Learning. Harvard Educational Review 92(2).257-283.
Rääk, K., Eisensch,E., and Tammets, K. (2021). Exploring the Perceptions of Estonian Teachers’ Data Use in School
Development. Education Sciences 11(6),262. https://doi.org/10.3390/educsci11060262

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The Status and Challenges of OCW in Japanese Universities
Yan Jiang
The University of Tokyo, Japanjiang@he.u-tokyo.ac.jp
Jingjing Lin
Toyohashi University of Technology, Japan
lin.jingjing.qc@tut.jp

Abstract…The Open Courseware (OCW) movement was introduced to Japan in 2005. After nearly 20 years of development andgrowth, the current status of OCW in Japan is worth examining. The purpose of this paper is to reveal the current status of OCWdevelopment in Japan as well as the challenges it encounters. Through a literature review and data collection from major university websites
in the OCW community, this study catalogs the various OCW made by Japanese universities, describes the range and types of courses
offered on these platforms, and analyzes publicly available content including course topics, disclosure styles, production organization, andaccessibility. The results of the study show that the implementation of OCW varies across universities, with some institutions utilizing
OCW as a means of improving educational accessibility and facilitating knowledge dissemination, while others are stagnant with static
OCW platforms that have not been updated. The study found that copyright is a bottleneck to further openness..

Keywords: accessibility, copyright, Japanese universities, OCW

Introduction
The OpenCourseWare (OCW) movement began in 2001, initiated by the Massachusetts Institute of Technology (MIT)with the goal of providing free and open access to its undergraduate and graduate course materials via the internet(Cheung et al., 2013). OCW offers numerous opportunities for those interested in higher education, promoting
accessibility and knowledge dissemination. The United Nations extended this concept to Open Educational Resources(OER), characterized by the "5Rs of Openness" which was widely accepted (Furukawa, 2020; Shigeta, 2021). Cheung
et al. (2013) categorized OER into four types: open textbooks, OCW, open online courses, and open-source softwareand tools. These concepts are often used interchangeably in research and reports without strict differentiation. While
every piece of OCW is an OER, not all OERs are open courseware (Terrell & Caudill, 2011).
In 2005, Japanese universities rapidly launched their OCW initiatives, starting with several major institutions andestablishing the Japan OpenCourseWare Consortium (JOCW) in 2006. This initiative also expanded into the OER
domain. In 2020, JOCW was renamed OE-Japan, leading the development of open education in Japan, centeredaround key universities (Furukawa, 2020). During the COVID-19 pandemic, the widespread implementation of online
education and related copyright issues saw some relief with revisions to copyright laws facilitating openness.OER havesignificantly impacted teaching practices in higher education. It is now time for educators to reconsider how to leveragethese resources to transform teaching processes.
Universities, as producers of advanced knowledge, can benefit society by making their educational materials
publicly available, promoting knowledge advancement, and enhancing educational equity by providing more people
with access to higher education. To provide more meaningful references for practitioners in universities, it is essential
to focus specifically on OCW. Some researchers have questioned the significance of open online learning, suggestingthat initiatives like MIT OCW served marketing agendas, possibly for acquiring funding, rather than purely promoting
open access (Nkuyubwatsi, 2018).OCW in Japan originally followed the MIT model. Is it merely following trends oris it continuing to develop in an organized fashion? What is the current situation and what challenges does it face?
Research Questions:
1. How are the OCW (OpenCourseWare) programs defined and structured at major Japanese universities, andwhat specific types of content do they disclose?
2. What are the primary themes and styles of the disclosed OCW content?
3. What are the outcomes and progress of OCW initiatives in these universities?

Research Design & Methods
To address these research questions, we focused on the host universities of Japan's OCW, including both the initial
host universities and those that joined subsequently. We then visited the websites of all these universities to determine
their characteristics. These characteristics encompass the range and types of courses offered on the platforms, and weanalyzed the disclosed content, which includes course topics, disclosure styles, copyrights, accessibility etcs. All

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information collected from the websites was documented in a spreadsheet. However, not all websites provided
comprehensive information, resulting in some aspects of certain programs being marked as unavailable (N/A)

Results
Table 1 summarizes the operational conditions of the OCW programs at various host universities in Japan. Amongthem, Keio University, as one of the first universities to respond to the OCW initiative, is no longer a host university
and its website is inaccessible. Osaka University and Waseda University are also inaccessible. The operational statusesof the active universities can be divided into three different categories: "Active," which means they are still updatingwith new content; "Maintained," which means there are no new updates but existing materials continue to be provided;and "Inactive," which means updates have stopped and content may be stagnant. The OCW sites of Tokyo Instituteof Technology, The University of Tokyo, Nagoya University, and Hokkaido University mainly exhibit an active
operational status. Kyushu University and Kyoto University have ceased updates.

Table 2 presents a detailed analysis of OCW at various Japanese host universities, highlighting definitions, copyrightstatuses, number of public releases, disclosure styles, and thematic focuses. Kyushu University and The University ofTokyo offer regular academic courses under independent copyrights, primarily disseminating content through lecturematerials and videos. Kyoto University, with over 6300 releases under a CC BY-NC-SA license, and Nagoya University,
effective until July 2024, provide comprehensive OCW programs that include farewell lectures and open campus
events. Tokyo Institute of Technology focuses primarily on academic courses, offering a substantial collection of
lecture notes and recordings. Hokkaido University’s OCW spans both regular and public courses, although the numberof releases is not specified, covering a wide array of topics under a CC BY-NC license. This overview illustrates thediverse approaches to OCW implementation, showcasing variations in content scope and copyright frameworks acrossinstitutions.

Discussion
In this study, we conducted an overarching exploration focused on the main host universities of OCW in Japan,
which was more focused than previous research. A limitation is that our data was primarily collected from papers andwebsites, lacking interviews with project managers. Nonetheless, it revealed some aspects to consider when
implementing OCW in Japan.

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Definition of OCW
These universities have different understandings and emphases on OCW and are not consistent with its origin at
MIT. MIT's OCW is characterized by the following features: (1) OCW is intended to provide, free of charge to theworld, materials created by MIT professors for MIT students. It is not distance education. Credits are not awarded.
Registration is not required. There is no contact with professors. (2) OpenCourseWare is a publishing activity on MIT's
web, meant to permanently open and share knowledge, accessible to anyone. (3) MIT conducts research anddevelopment with the aim of benefiting society (Miyagawa, 2003). Educational activities that are useful globally arepart of MIT's mission, a role that OCW fulfills. The focus at Japanese universities varies. Some are based on the original
meaning of OCW, presenting actual classroom teaching in forms such as videos, lecture materials, and syllabus. Others
may only upload syllabus or materials for a specific class. Just from the definition of OCW, this provides users withvarious ways to utilize the content, such as syllabus suitable for novice teachers to construct their teaching, while theprovision of videos and text materials benefits learners who want to study. Whether these public focuses orcharacteristics are natural or deliberate strategies by each university is unclear, and it is unknown whether they are partof a market strategy, as some have criticized MIT OCW.
Copyright Handling
Copyright handling also shows diversity. As shown in the Table2, different universities have different methods ofmarking copyright. In the deployment of OER, Creative Commons (CC) licenses are commonly used and can takevarious forms(Nkuyubwatsi,2018). However, among these key universities, it can be observed that copyright handlingis not always based on CC. In early reports on OCW practices, copyright handling processes were often highlighted as
significant issues (İslim et al., 2016). Copyright not only affects the actual processing speed and the willingness offaculty to participate in OCW, but also has a significant impact on how learners use the resources. If OCW aims tobenefit self-learners, educators, and students by removing barriers in education and learning through the free sharingof knowledge, it appears that current copyright practices have not yet fully aligned with this goal. This is an area thatwarrants further exploration.
Operational Organization
Regarding operational organization, some host universities, such as Osaka University and Waseda University, areinaccessible. Updates at Kyushu University stopped in 2019. As previous research indicated, Japan has limited national
expenditure on OER, and the efforts of higher education institutions are also restricted, making continuous
maintenance challenging (Furukawa, 2020). Kyoto University maintains its OCW due to internal organizational
restructuring but no longer updates it. Currently, Hokkaido University, The University of Tokyo, Nagoya University,
and Tokyo Institute of Technology are still producing and updating content. To explore the operational mechanisms
and reasons behind this, further research involving interviews with the project managers of these programs is needed.

Conclusion
This study provides a comprehensive analysis of the current status and challenges of OCW programs at major Japanese
universities. The findings reveal a diverse landscape of OCW implementation, with significant variations in content
scope, disclosure styles, and institutional engagement. While some universities actively leverage OCW to enhance
educational accessibility and foster knowledge dissemination, others have not maintained their platforms, resulting instagnation. Copyright issues emerged as a significant barrier to broader openness, necessitating more flexible andsupportive policies to facilitate content sharing.
The insights from this study underscore the importance of clear definitions and consistent implementation
strategies for OCW programs. By understanding the distinct approaches and challenges faced by Japanese universities,
this research contributes to the global discourse on open online learning and its role in promoting educationalinnovation and accessibility. Future research should include interviews with project managers to gain deeper insights
into the operational mechanisms and explore effective strategies to sustain and expand OCW initiatives.

References
Cheung, K. S., Li, K. C., & Yuen, K. S. (2013). An overview of open education resources for higher education. In
Knowledge Sharing Through Technology (ICT 2013) (pp. 26-34). Singapore: Springer.
Furukawa, M. (2020). Potential for reuse of educational content based on a domestic OER survey. Presented at the
TIES Symposium 2020: For the Coming Era of Learning - Opening Up Online Learning and Copyright,
November 21. NPO CCC-TIES. (In Japanese)İslim, Ö. F., Gürel Köybaşı, N. A., & Çağıltay, K. (2016). Use of open educational resources: How, why, and why not.
International Journal of Teaching and Learning in Higher Education, 28(2), 230-240.

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Miyakawa, S. (2023). Effective use of information technology in university education - MIT's OpenCourseWare andidentity. Presented at the 12th Faculty Development Lecture, Chubu University.
Nkuyubwatsi, B. (2018). Revisiting the reusability and openness of resources in the Massachusetts Institute ofTechnology OpenCourseWare. Journal of Interactive Media in Education, 2018(1).
Shigeta, K. (2021). Prospects of open education in the post-corona era. Knowledge and Information, 33(4), 111-116. (InJapanese)
Terrell, R. L., & Caudill, J. G. (2011). OpenCourseWare: Open sharing of course content and design. Journal of Computing
Sciences in Colleges, 27(3), 38-42.

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A Design Research of First-Year Information Literacy Course:State Analysis Focusing on Learning Engagement
Yuki Ichimura
Chiba University of Commerce, Japan
icyuki@cuc.ac.jp
Katsuaki Suzuki
Musashino University, Japankatsusuzu@musashino-u.ac.jp
Increasing significance in data and AI use impacted the needs of information and data science literacy education for everyone.
In Japan, an educational program is underway with the national policy of fostering data literacy among all university
students, regardless of their major. The first-year programs are expected to play a role in the acquisition of solid base fordata literacy, to develop deep critical view associated with the real-world problems. We are currently conducting educational
design research aimed at developing information literacy courses as a foundation for data science learning at a Japanese
university. The students’ needs and current condition analysis was conducted. Alongside the common approaches, we are
implementing learning engagement measure over the 13 weeks of the course to analyze their change with the learning content
over time since enrollment.

Keywords: Educational Design Research, Data Science Education, Engagement, Instructional Design

Introduction
First-Year Information Literacy Courses and Data Science Education
Data science (DS) and AI literacy is one of the educational priorities in Japan. Under the national “AI Strategy 2019”,
which aims to developing basic skills in data science and AI literacy in all university students, the Ministry of Education,
Culture, Sports, Science and Technology (MEXT) has operated Approved Program for Mathematics, DS and AI Smart
Higher Education (MDASH). Additionally, a model curriculum was proposed by the Consortium, and learning
objectives were presented (Consortium of Centers for Enhanced Education in Mathematics, Data Science, and AI ,2020). MOOCs, open courseware, and other educational materials corresponding to the model curriculum are alsoavailable. Fundamentally, DS literacy is associated with knowledge and skills from multiple disciplines, including
mathematics, information science, and statistics (Prado & Marzal, 2013). DS learning is built on an essentially solid
foundation based on these complex domains.
However, in first-year information literacy classes, we have observed the difficulties rooted in learners' knowledge andskills gap between the model learning objectives and the current situation. Each learner’s difference in levels is also
too significant. Furthermore, it is necessary to improve learners' motivation to take DS classes and to continue learning.
This presentation is an initial investigation of an Educational Design Research (EDR) that aims to design classes toenhance students' motivation for DS learning and to lay a solid foundation in the field of first-year university
information education for proceeding to DS learning. Generic Model (McKenney & Reeves, 2019) of EDR, which
proceed through three core phases, including analysis, design and evaluation, interactivity to develop intervention andunderstandings in design strategies.
This report is on the analysis phase in the Generic Model (McKenney & Reeves, 2019). At the outset of the research
project, we have piloted a student’s needs analysis and analyzed the learning objectives of the given model curriculum.
In addition to the information about the students’ learning histories and current state related to data literacy andcomputer literacy, we investigated the students’ engagement level during the first-year information courses.

Student Engagement in Learning
Learning engagement or student engagement is recognized as the student’s active participation and commitment inlearning activities, and the level of motivation and interest (Nkomo et al., 2021). Researchers associated student
engagement with the framework of three dimensions that were behavioral, emotional, and cognitive dimensions.
Behavioral engagement is related to participation and efforts contributing to learning tasks and lessons. Emotional

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engagement includes interests, enjoyment, motivation and attitude. Cognitive engagement involves deep strategic andself-regulated learning strategies, and it requires critical deep learning (Toyama, 2018).
Toyama (2018) developed an Engagement Scale in Japanese, comprised with 17 items for assessing engagement andits relationships with task performance. Adding to the three dimensions of the engagement, this scale covers situational
engagement that scale work-related state of mind. Toyama (2018) reported that interests and the enjoyment on tasks
had positive relationships between high performance.
Acquiring the students’ change and state of engagement is crucial that cannot be known by the objective tests andquestionnaires. Measuring learner engagement and monitoring the change over the course would give us implications
for course design improving better suit students’ motivation and enhance learning experience.

Analysis Phase of EDR
Pilot Needs Analysis
Firstly, we overviewed to investigate the model learning objectives presented from MDASH, using the revised Bloom’s
Taxonomy, that is a two-dimensional analysis of the knowledge domain and cognitive process dimensions (Ichimura,2024).
Concurrently, we have piloted a needs analysis conducted in January 2024 with a questionnaire administered to
freshman students who had completed the first-year courses in a Japanese private university (Ichimura & Suzuki, 2024).
The survey was conducted online using Microsoft Forms, and respondents completed the survey at any time fromhome or any other location. The survey items included three major categories: 1)Learning history asked about thestudents' enrolled l subjects related to mathematics and information courses before entering university. Also, theirimpressions (like/dislike) and perceptions (strong/weak) of mathematics and information courses, 2) Current skills
and knowledge, associated with ICT and information, statistics, DS skills were asked. The students were asked torespond the level of confidence with a self-assessment, 3) Attitude toward DS and motivation for learning asked about
factors motivating learning and subjective attitudes.
The results of the pilot survey informed the students' learning backgrounds in mathematics and information literacy
classes in high school, that was widely varied due to changes in the national curriculum guidelines.
Given the feedback from instructors in charge of the DS classes that the students' aversion to mathematics is achallenge, we asked students to indicate their preference (like or dislike) and perception of strength (good or bad at)
in mathematics, information science, and computer and data manipulation before and after admission. While morethan half of the students responded that they were not good at high school mathematics or somewhat disliked it, they
exhibited a more positive attitude towards information literacy classes. Correlation analysis indicated that perceptionsin pre-admission information literacy subjects and post-admission mathematics, computer, and data manipulation wererelated to confidence in information literacy, statistical literacy, and DS skills. Enhancing positive attitudes in
information subjects is likely to lead to improved DS skills. Additionally, improving information skills may also leadto increased interest and motivation to enroll in DS courses (Ichimura & Suzuki, 2024). On the other hand, the factor
analysis on students' motivation for DS learning identified direct consequences of rewards, such as job opportunities,
as a significant influence.
Additionally, results of DS-related skills revealed that the students were weak in utilizing basic statistical knowledge
learned in lessons for the mastery of Excel functions. Applying knowledge in experimental trials and evaluating andrepresenting data and graphs were highlighted as areas for enhancement. To facilitate the transfer of learning, we madesome adjustments in the Spring 2024 semester, including the preparatory learning activities (Bransford & Schwartz,
1999).
Piloted research has shown the promising role of information literacy courses and the impact of positive attitudes in
the information subjects on the DS skills improvement. The current study aims to extend these findings for course
design by examining students’ engagement.

Student Engagement Track
Having had the results from the pilot analysis, we explored ways to understand the students’ inner states and changes
in motivation during the course and began monitoring students’ engagement levels throughout a 13-session course. At
this stage of the study, we aimed to understand the following questions: What are the students’ current knowledge andskills in each area included in the DS literacy foundation? How do students perceive information science and DS
learning? How engaged are students in the current information course?
Our engagement record instrument analyzes student engagement, focusing on behavioral, affective, cognitive, andsituational aspects. Data collection began at the beginning of the spring semester in April 2024. 168 freshman students,
who had just entered the university, agreed to participate in this study and submitted the survey after the firstorientation lesson. On the instrument, the students reflected on their level of commitment and interest in the learning
topics and tasks in each lesson, including the preparation activities outside of the classroom. This self-reflection was
included as a reaction paper to capture the students’ changes in their multi-dimensional engagement levels over the15

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course. The engagement questions were cited from Toyama (2018), asking students to assess 17 scales using a 7-point
Likert scale ranging from 1 'Strongly Disagree' to 7 'Strongly Agree'.
Additionally, students were presented with learning objectives for each class at the beginning of the lessons and asked
to self-evaluate the percentage of those objectives they achieved. They were also asked to provide written reflections
on their learning. The students were to submit their reflections and self-reports of engagement scales over the 13
weekly lessons. Tracking engagement levels across different topics and learning activities will be analyzed.
Other data collection methods included pre- and post-surveys as described by Ichimura & Suzuki (2024), and objective
quizzes with data literacy questions.

Results and Discussion
The data collection and analysis for the Spring 2024 semester are in progress. The results of the engagement andsurvey analysis will be added to the presentation.
Table 1 comprises the 17 scales included in the engagement tracking instrument and the results from the first lesson.
The 7-point scale was calculated as 1: 'Strongly Disagree' to 7: 'Strongly Agree'.
Table 1Engagement Scales and Results of the First Orientation Lesson
Subscale

ScalesBehavioral

Affective

Cognitive

Situational
Note:

M

I concentrated on this task.
4.26
I worked enthusiastically on this task.
4.22
I worked hard on this task.
4.28
I tackled on this task energetically.
4.04
I worked this task without giving up until the end.
4.27
This task was interesting
3.98
I liked this task.
3.75
I enjoyed this task.
3.87
This task was fun.
3.78
I felt excited while working on this task.
3.70
I was thinking a way to solve this task successfully.
3.96
I was thinking about how to solve the task effectively.
3.67
I tried devising a way to solve the task.
3.64
While working on this task, I thought only about the task.
4.12
Time flew quickly while working on this task.
3.59
I was absorbed in this task.
4.01
I was I am immersed in this task.
3.86
The first author translated the scale from Toyama (2018) into English.

SD
2.05
1.94
1.95
1.81
1.91
1.81
1.54
1.69
1.67
1.50
1.78
1.58
1.52
1.81
1.66
1.81
1.73
n=168

The findings indicate that students generally show a higher level of engagement across behavioral and situational
dimensions, with mean scores around 4. The affective dimension shows slightly lower engagement, particularly in
aspects related to enjoyment and interest. The cognitive dimension, represented by questions on effective problemsolving and thinking processes, also reveals moderate engagement levels. The mean score for feeling that 'time flew
quickly' indicated lower engagement levels in students’ reactions after the orientation lesson, which mainly covered thesetting of the digital environment, including campus accounts and network access.

Conclusion
In the initial phase of EDR, we explored the students’ state analysis focusing on their change in learning engagement.
The reflective instrument related to different dimensions of engagement: behavioral, affective, cognitive, andsituational is comprised. The findings will indicate points to consider in student responses across these dimensions,providing insights into areas for potential improvement in course design and strategies.
Based on the results gained so far, a positive perception of information literacy subjects might promote DS learning.
The results of monitoring students’ engagement will present critical suggestions to enhance DS learning for all.

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References
Bransford, J. D., & Schwartz, D. L. (1999). Rethinking transfer: A simple proposal with multiple implications. Review
of Research in Education, 24(1), 61–100.
Calzada Prado, J., & Marzal, M. Á. (2013). Incorporating data literacy into information literacy programs: Core
competencies and contents. Libri, 63(2), 123–134. https://doi.org/10.1515/libri-2013-0010
Consortium of Centers for Enhanced Education in Mathematics, Data Science, and AI (2020). Mathematical and Data
Science and AI (Literacy Level) Model Curriculum - Cultivation of Data Thinking. Consortium of Core Institutes for En
hancing Mathematics, Data Science, and AI Education. http://www.mi.u-tokyo.ac.jp/consortium/model_liter
acy.html (Reference date: 2023.10.2). [In Japanese].
Ichimura, Y (2024). Taxonomy Analysis on Learning Objectives for Information Literacy Classes: An Educational
Design Based Research. Proceedings of the 44th Annual Conference of JSET. Japan Society for Educational Technology.
[In Japanese].
Ichimura, Y & Suzuki, K (2024). A Design Research of First-Year Information Education: Needs Analysis for Data
Science Literacy Programs. Nihon Kyoiku Media Gakkai Kenkyukai Ronsyu, 56. Japan Association for Educational
Media Study. [In Japanese].
McKenney, S., & Reeves, T. (2018). Conducting educational design research. Routledge.
Nkomo, L. M., Daniel, B. K., & Butson, R. J. (2021). Synthesis of student engagement with digital technologies: asystematic review of the literature. International Journal of Educational Technology in Higher Education, 18, 1-26.
Toyama, M. (2018). Engagement and task performance: Development of the Engagement Scale for task performance.
Tsukuba Psychological Research. 56，13-20. [In Japanese].

Acknowledgments
This research was supported by the JSPS KAKENHI Grant Number JP23K18875.

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Technostress in Chinese College Students: Factors and Coping
Strategies
Qin Tong
Hunan Institute of Science and Technology, China
270449818@qq.com
Wooyong Eom
Keimyung University, Korea
weom@kmu.kr
Abstract This study examines variations in technostress perception among Chinese college students, focusing on demographic
characteristics such as gender, major, grade, and place of origin. It investigates the influence of computer self-efficacy, schoolsupport for technology-enhanced learning (TEL), and digital competence on technostress, and explores student coping
strategies for technostress. A survey of 1,268 students across five Chinese colleges was conducted, supplemented by interviews
with 235 students. Findings reveal that female students, students in the sciences and engineering major, and students fromrural areas have higher technostress than male students, students in the liberal arts major, and students from urban areas.
Higher computer self-efficacy, school support for TEL, and digital competence correlate with lower technostress. Demographic
factors impact perceptions of these variables. Students employ a variety of coping strategies to deal with technostress.

Keywords: Computer Self-Efficacy, Digital Competence, School Support for Technology-Enhanced
Learning, Technostress, Coping Strategies,

Introduction

Over the past decade, higher education institutions have embraced information and communication technologies(ICTs) to create ubiquitous access to educational resources and services. Studies have shown that the effective use of
ICTs can enhance student learning (Vandeyar, 2015), but it often demands additional time, information processing,and skills, potentially leading to psychological strain (Jung, Kudo, & Choi, 2012; Paul & Glassman, 2017). This
increased burden can manifest as technostress for college students.
Studies by Califf and Brooks (2020), Jena (2015), Joo, Lim, and Kim (2016) highlight the detrimental impact oftechnostress on teachers’ job satisfaction, performance, and willingness to use technology. In the student population,technostress can lead to burnout, decreased engagement, and even intentions to abandon TEL. Despite the prevalenceof technostress in educational environments, research specifically focusing on university students remains scarce. This
study seeks to contribute to a more nuanced understanding of technostress in the Chinese higher education context
by investigating its influencing factors, demographic variations, and coping strategies.
Three research questions were addressed in this study. First, what are the differences in the perception oftechnostress by demographic factors of university students in China? Second, what are the effects of computer selfefficacy, school support for TEL, and digital competence on technostress? Third, what strategies do university students
use to cope with technostress in China?

Participants

Research Design & Methods

The participants in this study were 1,268 students from five universities across China. 235 students elected torespond to the open-ended questions voluntarily. Out of the 235 students who engaged with the open-ended question
segment of the research, 52 students independently and voluntarily opted to participate in additional in-depth
interviews.

Instruments
The technostress questionnaire developed by Wang, Tan, and Li (2020), the computer self-efficacy questionnairedeveloped by Wang (2010), the school support for TEL questionnaire developed by Maipita et al. (2023), and thedigital competence scale devised by Wang, Wang, Wang, Chen, and Pi (2021) were employed in this study. Each
instrument has good reliability and validity. To gain a deeper understanding of strategies that college students use tocope with technostress, a series of interviews were conducted. These interviews were structured around the researchframework established by Tarafdar et al. (2020). Central to the interview process was an open-ended question: how doyou often cope with technostress?

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Data Collection

This research utilized the Questionnaire Star online survey tool (https://www.wjx.cn/) for questionnaire creation.
A total of 1,268 valid questionnaires were finalized. A survey link containing the open-ended question was disseminatedto the 1,268 students who had previously participated in the questionnaire study. Of these, 235 students elected torespond to the open-ended questions voluntarily. Concluding the open-ended question segment, students wereafforded the opportunity to provide their contact information if they were interested in engaging in morecomprehensive interviews via Internet telephony. 52 students chose to share their contact details and received in-depth
interviews.

Data Analysis

Data from the questionnaire survey was analyzed using SPSS 27.0. Independent-sample t-tests and one-way
ANOVAs examined differences in technostress across genders, majors, grades, and places of origin. Multiple
regression analysis assessed the impact of computer self-efficacy, school support for TEL, and digital competence ontechnostress levels. Content analysis was employed to categorize coping strategies from interviews.

Results

The average scores of technostress exceeded 3 (out of a maximum of 5), indicating that university students in China
generally experience a high level of technostress. Table 1 shows that significant differences were found in thestudent’s perception of technostress by gender, major, and place of origin. Female students reported higher levelsof technostress (M = 3.26, SD = .94) compared to male students (M = 2.99, SD = .88). Students majored inscience and engineering perceived higher levels of technostress (M = 3.25, SD = .92) than students majored inliberal arts (M = 3.02, SD = .91). Students from urban areas (M = 3.09, SD = .90) perceived higher technostressthan students from rural areas (M = 3.25, SD = .95).
Table 1
Differences in Perception of Technostress(N=1268)
Technostress
n
M(SD)
t/F
df
571
Male
2.99(.88)
Gender
5.25**
1245.28
697
Female3.26(.94)
308
Freshman
3.21(.89)
358
Sophomore
3.10(.91)
Grade
1.23
3
338
Junior3.15(.92)
264
Senior3.08(.97)
Science and Engineering
3.25(.92)
644
Major
4.42**
1266
624
Liberal Arts
3.02(.91)
Place of Origin

Urban

919

Rural

349

3.09(.90)
3.25(.95)

2.79**

1266

Note. ** p < .01.
In Table 2, the model’s R2 value is .293, suggesting that approximately 29.3% of the variability in technostresscan be explained by the independent variables included in the model. The F-statistic is 172.162, which issignificant, indicating that the overall model is a good fit for the data. Computer self-efficacy had a significant
negative relationship with technostress, evidenced by a standardized β coefficient of -.333 (p < .01). Additionally,
school support for TEL was also significantly negatively associated with technostress, with a β value of -.211 (p< .01). Furthermore, digital competence was found to negatively influence technostress, with a β value of .229
(p < .01). These results suggest that higher levels of computer self-efficacy, school support for TEL, and digitalcompetence are associated with lower levels of technostress among the students.
Table2
Impacts of Computer Self-Efficacy, School Support for TEL, and Digital Competence on Technostress(N = 1,268)
df
Index
R
R2
F
B
t
β
CS
-.451
-.333
-12.358**
Technostress
SS
.539
.293
3
172.162***
-.334
-.211
-7.805**
DC
-.307
-.229
-9.609**Note. CS = computer self-efficacy, SS = school support for TEL, DC = digital competence.
** p < .01. *** p < .001.

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The evaluation of data from open-ended questions was executed through conventional content analysis, as
outlined by Hsieh and Shannon (2005). This process led to the identification of two main categories of coping
strategies for technostress: individual coping mechanisms and the pursuit of external assistance. Following this,directed content analysis was employed on the data obtained from in-depth interviews. Six specific subcategories
of coping strategies were identified: self-restraint, engaging in outdoor activities, adhering to rules, knowledge
acquisition, seeking school support, and communicating with friends or family.

Discussion

This study reveals that female university students experience significantly higher levels of technostress thanmale students, as shown in studies by Booker, Rebman, and Kitchens, F. L. (2014) and Ragu-Nathan, Tarafdar,
Ragu-Nathan, and Tu (2008). One potential explanation for this gender disparity is the different approaches andattitudes toward technology and its usage. Previous research by González-Gómez, Guardiola, Rodríguez, andAlonso (2012) has highlighted that female students tend to prioritize social interactions and relationships in thecontext of TEL more than male students, who are often more focused on the technology itself. Students inscience and engineering face more technostress than those in liberal arts due to the higher technical demands oftheir fields in China (Zhang, 2021). Rural students report higher technostress than urban peers due to lesstechnical education and resources (Shaik, 2020; Kasemy et al., 2022). These findings suggest that educational
institutions must address these diverse challenges to support all students effectively.
Additionally, higher computer self-efficacy, school support for TEL, and digital competence correlates with
reduced technostress among university students. It is consistent with the research result of Zhao, Wang, Wu, andDong (2022), Maipita et al. (2023), and Kim (2018). Universities should invest in training programs to boost
students’ computer self-efficacy and digital competence, improve technology infrastructure, and strengthen
support systems for TEL to manage technostress effectively.
The interviews frequently mentioned self-restraint as a coping strategy for technostress. This resonates withNatividad-Franco and De Jesus (2022) and emphasizes the importance of personal discipline in a TEL.
Effectively managing online distractions and structuring study time is crucial for preventing internet addiction,ineffective learning practices, and resultant technostress. Participating in outdoor activities, which provide a breakfrom technological interfaces, could be beneficial in reducing technostress. Students emphasized the importanceof adhering to rules. Students mentioning established guidelines from institutions, peers, or families as coping
mechanisms. Developing ICT-related skills and knowledge is also an important to reduce technostress. Thissuggests that ICT-related learning empowers students to navigate technology with greater confidence and control,
diminishing feelings of being overwhelmed. Students underscored the importance of leveraging support fromtheir universities as an important strategy in mitigating technostress. They identified various forms of assistancethat were particularly helpful, including academic guidance from course instructors, specialized technical support
from dedicated college departments, and psychological counseling services provided by mental health centers on
campus. They emphasized the value of interactions not just with teachers in educational context, but also withfriends and family.

Conclusion

University students in China experience a notable level of technostress. The differences of technostressperceived by students explored in this study suggest universities in China should make policies based on thediversity of the students. Special focus should be given to addressing the unique challenges faced by female
students, those in science and engineering fields, and students from rural backgrounds. In addition, universities
should therefore intensify efforts to refine curricula, enhance training, and improve institutional frameworks.
Such efforts are crucial in bolstering school support for TEL, augmenting students’ self-efficacy, and advancing
their digital competence. This, in turn, can significantly aid in reducing technostress among students. This study
delineates six specific strategies that college students in China employ to counteract technostress. However,further study should be done to refine and advance theories related to coping strategies for technostress.

References
Booker, Q. E., Rebman Jr, C. M., & Kitchens, F. L. (2014). A model for testing technostress in the online education
environment: An exploratory study. Issues in Information Systems, 15(2), 214-222.
Califf, C. B., & Brooks, S. (2020). An empirical study of techno-stressors, literacy facilitation, burnout, and turnover
intention as experienced by K-12 teachers. Computers & Education, 157, Article 103971.
González-Gómez, F., Guardiola, J., Rodríguez, Ó. M., & Alonso, M. Á. M. (2012). Gender differences in e-learningsatisfaction. Computers & Education, 58(1), 283-290.

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Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9),1277-1288.
Jena, R. K. (2015). Technostress in ICT enabled collaborative learning environment: An empirical study among Indianacademician. Computers in Human Behavior, 51, 116-123.
Jung, I., Kudo, M., & Choi, S. K. (2012). Stress in Japanese learners engaged in online collaborative learning in English.
British Journal of Educational Technology, 43(6), 1016-1029.
Joo, Y. J., Lim, K. Y., & Kim, N. H. (2016). The effects of secondary teachers’ technostress on the intention to use
technology in South Korea. Computers and Education, 95, 114-122.
Kasemy, Z. A., Sharif, A. F., Barakat, A. M., Abdelmohsen, S. R., Hassan, N. H., Hegazy, N. N., ... Abdelwanees, S.
(2022). Technostress creators and outcomes among Egyptian medical staff and students: A multicenter cross-sectional
study of remote working environment during COVID-19 pandemic. Frontiers in Public Health, 10, Article 796321. doi:
10.3389/fpubh.2022.796321.
Kim, K. H. (2018). Relationship among media literacy, technostress, and academic self-efficacy in Baccalaureate nursing
students. Art and Media Studies, 21(4), 26-34.
Maipita, I., Dongoran, F. R., Syah, D. H., & Sagala, G. H. (2023). TPACK, organizational support, and technostress in
explaining teacher performance during fully online learning. Journal of Information Technology Education: Research,
22, 41-70.
Natividad-Franco, V., & De Jesus, A. N. B. (2022). Coping mechanisms of information technology students during the
new normal. Eduvest-Journal of Universal Studies, 2(1), 89-94.
Paul, N., & Glassman, M. (2017). Relationship between internet self-efficacy and internet anxiety: A nuanced approachto understanding the connection. Australasian Journal of Educational Technology, 33(4), 147-165.
Ragu-Nathan, T. S., Tarafdar, M., Ragu-Nathan, B. S., & Tu, Q. (2008). The consequences of technostress for end
users in organizations: Conceptual development and empirical validation. Information Systems Research, 19(4),417-433.
Shaik, K. (2020). Technostress among students during Covid-19 lockdown. Dogo Rangsang Research Journal, 10(9), 354367.
Vandeyar, T. (2015). Policy intermediaries and the reform of e‐Education in South Africa. British Journal of Educational
Technology, 46(2), 344-359.
Wang, J. (2010). Development and application of computer self-efficacy scale for college students (Unpublished master’s thesis).
Shandong Normal College, Jinan, Shangdong, China.
Wang, X., Tan, S. C., & Li, L. (2020). Measuring college students’ technostress in technology-enhanced learning: Scaledevelopment and validation. Australasian Journal of Educational Technology, 36(4), 96-112.
Wang, X., Wang, Z., Wang, Q., Chen, W., & Pi, Z. (2021). Supporting digitally enhanced learning through measurementin higher education: Development and validation of a college students’ digital competence scale. Journal ofComputer Assisted Learning, 37(4), 1063-1076.
Zhang, N. (2021). Research on online learning pressure of college students-Take S college in Nanchang City as an example.
(Unpublished master thesis). Jiangxi Normal College, Nanchang, Jiangxi, China.
Zhao, G., Wang, Q., Wu, L., & Dong, Y. (2022). Exploring the structural relationship between college support,
students’ technostress, and burnout in technology-enhanced learning. The Asia-Pacific Education Researcher,31(4), 463-473.

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Design and Development of XR based Geography Simulation
based on LXD
Kukhyeon Kim
Chonnam National University, South Korea
kukhyeon@jnu.ac.kr
Jeeheon Ryu
Chonnam National University, South Korea
jeeheon@jnu.ac.kr
Abstract This research aimed to design and develop an extended reality (XR) learning environment,
grounded in Learning Experience Design (LXD), to enhance learner experiences across diverse
educational sectors. Leveraging advancements in XR technologies—encompassing Virtual Reality (VR),Augmented Reality (AR), and Mixed Reality (MR)—this study explored their application in fields such as
geography, medicine, and arts, confirming their effectiveness in fostering immersive learning experiences.
Recognizing the necessity to align XR environments with educational theories for optimized application,
the study adopted a comprehensive LXD approach, considering cognitive, affective, and behavioral
dimensions of learning. Focused on geographic content, specifically Köppen's climate classification, theenvironment aimed at enhancing understanding through interactive learning. Data collected from 103
university students, regarding academic self-efficacy and achievement before and after interaction with
the XR environment, indicated significant improvements, underscoring the potential of well-designed XR
applications in education. These results highlight the importance of integrating educational theory into
XR design to maximize learning outcomes, suggesting directions for future research in expanding anddiversifying learning experience data.

Keywords: design and development, geography simulation, LXD, XR

Introduction
The purpose of this study is to design and develop an extended reality (XR) learning environment based on learning
experience design (LXD) and to analyze learners' experience. As XR technology has advanced, XR-based learning
environments are being applied across various educational fields. Extended reality encompasses technologies thatutilize virtual spaces for learning, such as Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR)
(Meccawy, 2022). In areas such as geography, medicine, science, nursing, arts, and vocational education, XR
simulations have been developed, and their effectiveness has been verified (Railean et al., 2020; Okanovic et al., 2022).
XR learning environments connect virtual reality with the real world, enabling learners to interact with virtual objects
in the real world, thereby enhancing learners' immersion and sense of presence (Tang et al., 2021). However, despite
these positive effects, there is a need to apply learning contexts based on educational theoretical foundations to ensurethat XR learning environments are effectively utilized according to educational context and objectives (Choi et al.,2022). LXD is an instructional design theory that regards the overall experience that learners have during the learning
process as learning outcomes (Jahanke et al., 2020; Wong et al., 2023). Therefore, from the perspective of LXD, theconfiguration of learning experiences is a critical factor to consider in learning design (Schnepp & Rogers, 2022). Thus,
this study aims to design and develop an XR learning environment based on LXD and analyze its effectiveness. For
this, this study designed and developed XR-based learning simulation and analyzed the effectiveness based on the prepost analyzation of academic self-efficacy and achievement score. The research question is ‘Is the perception andachievement score were increased after using XR based simulation?’.

Research Design & Methods
Participants
One hundred nineteen undergraduate students enrolled in a public university in South Korea voluntarily participatedin the study. There were 43 male students and 76 female students. The average age of the participants was 22.55 years(SD=2.5).

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Experience Design
The purpose of the study was to design and develop and analyze the effectiveness of the XR-based simulation. For
this, we designed and developed XR-based Geographic learning content and collected pre-and post- achievement scoreand academic self-efficacy changes. Figure 1 shows the experiment procedure.
Figure 1experiment procedure

Material
The content of the XR learning environment is focused on geographic learning content. We designed XR-based
simulation with cognitive, affective, and behavioral perspectives. Table 1 shows the summary of learning contents.
Figure 2 shows a screen shot of XR-based learning simulation. There were six interfaces for interaction between thelearners and the system. In cognitive aspect, ‘learning contents’ and ‘additional learning contents’ interfaces were
designed. They would provide cognitive knowledge to learners. In affective aspect, ‘feedback’ and ‘prompt’ interface
were designed. They will give praise and positive feedback to the learners Thus students will enhance their affective
aspect. In behavior aspect, ‘3D asset’ and ‘task performance phase’ interfaces were designed. They activate the learners’
behaviors to finish the task.
Table 1The XR-based simulation learning contents

Theme

Savana climate
Features

The learning classification
 Cognitive: Conceptual
knowledge Affective: Understanding

Aim

Task

 I can classify thecharacteristics of thesavanna climate.

 Listen to descriptions of
the vegetation and living
environment characteristicsof the savanna climate andclassify related objects.

 Behavioral: Classification

Variable and Measures
Academic self-efficacy survey includes seven items with 7 Likert Scale (Jang, 2019). For example, ‘I can perform therequired task in the lesson’. For the achievement test, five items were used with selection type and short answer typequestions quizzes. The test items were vilified by a geography teacher who teaches geography in high school over 20
years. The achievement test items ask about Köppen's climate classification knowledge.

Analysis
To ensure the validity of the developed extended reality (XR) learning environment, users' achievement scores andacademic self-efficacy scores were compared before and after using the learning environment. The collected data wasanalyzed using a paired samples t-test. SPSS 22.0 was utilized for the analysis, with the significance level set at .05.

Figure 1
the screen shot of XR-based learning simulation

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Results & Conclusion
The results showed that students exhibited higher academic self-efficacy and achievement after the XR learning
experience than before like table 2.
These results indicate that extended reality simulations provide a learning context that increases learner intervention,enhancing activity, participation, and positive experiences. This aligns with previous research (Kang & Choi, 2022;
Kim & Kim, 2021; Son et al., 2018; Verkuyl et al., 2017). Active participation and positive experiences boost learners'
academic self-efficacy and motivation, which in turn improve learning achievement (Pham et al., 2024). XR-basedlearning environment offers an educational context that enhances learning engagement through realistic learningmaterials(Goi, 2024). For future research, there is a need to collect and analyze more diverse learning experience data.
Table 2The mean and t score(N=119)
Academic self-efficacy
Pre

Mean (SD)tp-value

3.70(1.41)

Achievement

Post

Pre

5.00(1.24).67(.87)-8.18
p<.000Post

2.54(1.20)-14.44p<.000

References
Choi, S., Lee, J., & Shin, Y. (2022). Applications and effects of XR in education for XR contents design. Journal of
Digital Contents Society, 23(9), 1757-1766.
Jahnke, I., Schmidt, M., Earnshaw, Y., & Tawfik, A. A. (2022). Theoretical considerations of learning experience design.
Kang, H., & Choi, S. (2022). Effects of a Simulation-based Integrated Nursing Practice Education on the Clinical
Reasoning Competence, Learning Self-efficacy and Educational Satisfaction on Nursing Students. Journal of the
Korea Entertainment Industry Associatio, 16(4), 193-201.
Kim, N. & Kim, J. (2022). A Study on changes in trajectory Classification and Prediction Factors of Individual
Adolescent Academic Self-Efficacy. Journal of Learner Centered Curriculum and Instruction, 22(12), 151-165.
Larkin, B. G., & Burton, K. J. (2008). Evaluating a case study using Bloom's taxonomy of education. Aorn Journal, 88(3),390-402.
Meccawy, M. (2022). Creating an immersive xr learning experience: A roadmap for educators. Electronics, 11(21), 3547.
Okanovic, V., Ivkovic-Kihic, I., Boskovic, D., Mijatovic, B., Prazina, I., Skaljo, E., & Rizvic, S. (2022). Interaction inextended reality applications for cultural heritage. Applied Sciences, 12(3), 1241.

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Pham, T. T. H., Ho, T. T. Q., Nguyen, B. T. N., Nguyen, H. T., & Nguyen, T. H. (2024). Academic motivation andacademic satisfaction: a moderated mediation model of academic engagement and academic self-efficacy. Journalof Applied Research in Higher Education.
Railean, E. A., Valeyeva, N. S., & Kupriyanov, R. V. (2020, December). Psychological pedagogy for extended reality in STEMx
education. In 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering(TALE) (pp. 976-979). IEEE.
Son, H., Kim, Y., Kwon, S., & Jeong, K. (2018). The Effects of Simulation-based Practice Program on Self-Efficacy,
Critical Thinking Disposition, and Problem Solving Process of the Nursing Students. Health Communication,
13(1), 63-69.
Tang, Y. M., Ng, G. W. Y., Chia, N. H., So, E. H. K., Wu, C. H., & Ip, W. H. (2021). Application of virtual reality(VR) technology for medical practitioners in type and screen (T&S) training. Journal of Computer Assisted Learning,
37(2), 359-369.
Verkuyl, M., Romaniuk, D., Atack, L., & Mastrilli, P. (2017). Virtual gaming simulation for nursing education: An
experiment. Clinical Simulation in Nursing, 13(5), 238-244.
Wong, J. T., Bui, N. N., Fields, D. T., & Hughes, B. S. (2023). A learning experience design approach to online
professional development for teaching science through the arts: Evaluation of teacher content knowledge, selfefficacy and STEAM perceptions. Journal of Science Teacher Education, 34(6), 593-623.

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Virtual Reality Role-Playing in a Japanese Moral Education Class
Kohei Fujimoto
Tokyo Institute of Technology, Japanfujimoto.k.ak@m.titech.ac.jp
Aya Fujisawa
Kamakura Women’s University, Japan
jtxbb306@yahoo.co.jp
Masao Murota
Tokyo Institute of Technology, Japan
murota@ila.titech.ac.jp
This study investigates the use of Virtual Reality (VR) in Japanese moral education role-playing, addressing challenges of
traditional face-to-face (F2F) methods such as participant resistance, lack of realistic environments, and static roles. VR's
immersive environments enhance adaptability, reduce resistance, and prevent role fixation. The study examines VR's impact
on learners' empathy development and the influence of trait shyness in VR versus F2F contexts. Fifty-six students
participated, using "The Silver Candlestick" for Role-Play. Empathy was measured with Davis’s Interpersonal Reactivity
Index and trait shyness with Aikawa’s Trait Shyness Scale. Results showed no significant emotional changes but revealed a
reduction in cognitive empathy (fantasy subscale) in F2F, not in VR. VR also encouraged more varied forgiveness strategies,
highlighting its potential to enhance engagement and effectiveness in moral education. The study suggests developing VRadapted lesson plans and further exploring VR's broader educational implications.

Keywords: Virtual Reality, Moral Education, Empathy, Perspective-taking

Introduction
Current Japanese moral education is undergoing transformation. The Ministry of Education revised the guidelines in
2015, positioning moral education as a special subject from 2018 in elementary schools and 2019 in junior high schools.
Traditional methods were criticized for being overly formal and focused on understanding the feelings of charactersin reading materials (Ministry of Education, Culture, Sports, Science and Technology, 2017c). According to Mori and
Uematsu (2018), experiential learning, including role-playing, was recommended as a more effective approach.

Research Design & Methods
Overview

The study used "The Silver Candlestick" from Victor Hugo's "Les Misérables" as the role-playing material. The material
is often used in moral education classes in Japan (Mukugi, Goto, & Kijima, 2019; Saga Prefectural Education Center,
2016; Wainai, 2014). Participants were divided into face-to-face (F2F) and virtual reality (VR) groups, alternating roles
as the bishop and Jean Valjean. Empathy was measured using the Interpersonal Reactivity Index (IRI; Davis, 1980)
and trait shyness with the Trait of Shyness Scale (TSS; Aikawa, 1991). The study involved pre- and post-tests, roleplaying sessions, and recording participants' utterances during role-plays.

Experimental Environment

VR Environment.
• The hardware: Meta Quest 2 in standalone mode (no PC connection required).
• The software: VRChat.
• The avatars: Created using "Ready Player Me" for the bishop and "Tafi Avatars VRChat Beta" for Jean
Valjean. The avatars were uploaded to VRChat through Unity.
• The Role-Play environment: A virtual church "Church of Heresy (+Avatars)" in VRChat, configured as a
private instance to allow only the participants and the experimenter to enter.

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Figure 1
The avatars used in VR Role-Play (Bishop Myriel, Jean Valjean) and the church used in the VR role-playing

Non-VR Environment. Participants wore simple costumes and used props resembling a silver candlestick made ofaluminum foil. The Role-Play was conducted in different rooms at a university.

ParticipantsParticipants were aged between 18 and 30 years. A total of 56 participants were enrolled, comprising 24 males, 31
females, and 1 non-binary individual.
Participants were randomly assigned to either the experimental group or the control group. Informed consent was
obtained from all participants, with assurances that withdrawal from the study would incur no penalties. Participantsreceived monetary compensation and reimbursement for travel expenses upon completion of the experiment. 55
participants completed the pre-questionnaire.

Procedure and Experimental Environment. The experiment was conducted over approximately one hour,with participants working in pairs. Initially, participants gathered in an experiment room, where they received an
explanation of the consent forms and other relevant documents before signing them. Subsequently, they completed a
pre-questionnaire, which included a demographic survey, the TSS, and the pre IRI, using their smartphones to scan aprovided QR code. Upon completion of the pre-questionnaire, participants watched a 10-minute video that
explained the story of the Role-Play, "The Silver Candlestick," in a picture-story show format. This was followed by
an 8-minute session where participants filled out "Opinion Sheet 1" to deepen their understanding of the roles of thebishop and Jean Valjean. A 10-minute pair discussion was then conducted based on the content of "Opinion Sheet
1," focusing on how each participant would perform the roles. This discussion was conducted in F2F.
For the role-playing.
• F2F Environment: After the discussion, participants performed first Role-Play and second Role-Play in theroom. They wore simple costumes resembling the bishop and Jean Valjean and used a prop resembling asilver candlestick made of aluminum foil.
• VR Environment: After the discussion, each participant moved to separate individual experiment rooms
where they could not see or hear each other. They put on head mounted displays and logged into VRChat.
After a brief lecture on how to move avatars and handle objects in VR, they performed first Role-Play andsecond Role-Play.
After second Role-Play, participants completed "Opinion Sheet 2" on paper and then filled out the post-questionnaire(post IRI). Finally, they participated in a semi-structured interview and received their compensation and travel
expenses.

Variables Adapted from Traditional Moral Education Classes
1.
2.

Role-Play Material: "The Silver Candlestick," a frequently used theme in traditional moral education.
Role-Play Duration: The entire experiment lasted about one hour, with the Role-Play itself lasting
approximately 3 minutes, in line with traditional class durations.
3. Role Alternation: Participants alternated between the roles of the bishop and Jean Valjean, promoting diverse
perspectives.
4. Introduction and Development: Participants watched a video and filled out opinion sheets, similar to
traditional methods of reading materials and teacher-led dramatizations.
5. Opinion Sheets: Used to deepen understanding and reflection, analogous to the traditional use of sticky notes
for expressing thoughts.
This design ensures that the experimental conditions closely mimic traditional moral education settings while
integrating the novel VR component to evaluate its potential benefits and drawbacks in educational contexts.

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Results
Overview

The study aimed to explore the effects of VR on role-playing within moral education, particularly focusing on empathy
development and the influence of trait shyness. The experiment involved fifty-six students who participated in RolePlays under both F2F and VR conditions, alternating between the roles of the bishop and Jean Valjean in the scenario"The Silver Candlestick." The primary tools for measurement were Davis's IRI for empathy and Aikawa’s TSS.

Emotional Empathy

One of the key findings of the study was that there were no significant emotional changes in participants across thesessions in either the F2F or VR environments. This indicates that both traditional and VR-enhanced role-playing did
not significantly alter the emotional empathy of the participants. Emotional empathy, measured through subscales
such as empathic concern and personal distress within the IRI, remained relatively stable from pre- to post-session inboth conditions.

Cognitive Empathy

In contrast to the stable emotional empathy, cognitive empathy exhibited noteworthy differences between the F2F
and VR conditions. Cognitive empathy encompasses the ability to understand and share the feelings of others from amore detached, intellectual perspective, and it includes subscales such as perspective-taking and fantasy within the IRI.

The study revealed a significant reduction in the fantasy subscale of cognitive empathy from pre- to post-session in
the F2F condition. Fantasy refers to the tendency to imaginatively transpose oneself into the feelings and actions offictitious characters. In traditional F2F role-playing, participants showed a decrease in their ability to engage with andempathize with characters imaginatively by the end of the session. This reduction was not observed in the VR
condition, suggesting that VR maintained or even enhanced the participants' ability to empathize with characters on a
cognitive level.
Table 1
Mean values and standard deviations of each subscale pre- and post- role-playing for each groupSub-scale

All (n=56)

F2F (n=28)

VR (n=28)

pre

post

pre

post

pre

Post

PT

3.34(0.79)

3.58(0.78)

3.18(0.86)

3.46(0.88)

3.50(0.70)

3.69(0.65)

FS

3.40(0.77)

3.37(0.81)

3.36(0.70)

3.21(0.80)

3.44(0.84)

3.53(0.81)

EC

3.47(0.63)

3.39(0.73)

3.51(0.55)

3.39(0.67)

3.43(0.72)

3.40(0.80)

PD

2.90(0.73)

2.95(0.83)

2.86(0.78)

2.96(0.87)

2.94(0.70)

2.93(0.81)( ) indicates standard deviation. Rounded to three decimal places.

Trait Shyness and TSS

The study also aimed to understand how the individual characteristic of trait shyness influenced empathy outcomes in
VR-enhanced role-playing scenarios compared to traditional F2F contexts. The TSS was used to measure the level oftrait shyness among participants. The analysis showed that trait shyness did not significantly affect the variability of
the IRI subscales, including both emotional and cognitive aspects of empathy, in either the F2F or VR conditions.
This suggests that VR's immersive environment could potentially mitigate the effects of trait shyness, allowing
participants to engage more fully in the role-playing activities regardless of their inherent shyness.

Forgiveness Strategies

Beyond the quantitative measures of empathy, the study also included a qualitative analysis of the participants'
utterances during the Role-Plays, particularly focusing on the strategies used by the participants in the role of thebishop when offering forgiveness. The VR environment appeared to encourage a greater variety of forgivenessstrategies compared to the F2F setting.
In the VR condition, participants demonstrated more creativity and adaptability in their approach to forgiving thecharacter of Jean Valjean. This suggests that the immersive and flexible nature of VR may facilitate a deeper
engagement with the Role-Play scenario, allowing participants to explore different aspects of moral reasoning andempathy more freely. The varied strategies for forgiveness observed in the VR setting highlight its potential to fostera more dynamic and effective moral education experience.

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Discussion
The findings suggest that VR role-playing may be more effective in preventing decreases in imaginative empathy
compared to traditional F2F role-playing. VR environments can help learners immerse themselves in their roles,
enhancing empathy development. Future research should focus on developing lesson plans tailored to VR
environments.

Conclusion

This study aimed to clarify the impact of introducing VR technology into role-playing in Japanese moral education onlearners' empathy, especially focusing on the cognitive aspect of empathy, such as perspective-taking (PT). It alsosought to examine the influence of learners' trait shyness on the variations in empathy during role-playing.
The experiment divided participants into two groups: F2F and VR. Empathy was measured using the IRI, and trait
shyness was measured using the TSS. The Role-Play material used was "The Silver Candlestick," a story from Victor
Hugo's "Les Misérables."Key findings include:1) Both F2F and VR role-playing had little impact on the emotional aspects of empathy but significantly
influenced the cognitive aspects.
2) Perspective-taking (PT) increased significantly in both F2F and VR groups.
3) Fantasy scale (FS) decreased significantly only in the F2F group, while it remained stable in the VR group.
4) Trait shyness did not significantly affect the changes in empathy.
5) The results suggest that VR role-playing can effectively immerse learners as characters in a story, potentiallyenhancing empathy development by preventing the decrease in imaginative empathy seen in F2F role-playing.

Future Research Directions

Future research should prioritize the creation of lesson plans specifically tailored to VR environments, addressing theunique dynamics and interactions inherent to VR technology.
This study underscores the potential of VR technology to overcome the limitations of traditional face-to-face roleplaying in moral education. VR offers a more immersive and flexible learning environment that can effectively foster
empathy among learners.

References
Aikawa, A. (1991). A study on the reliability and validity of a scale to measure shyness as a trait. The Japanese Journal of
Psychology, 62(3), 149-155.
Davis, H. M. (1980). A multidimensional approach to individual differences in empathy. JSAS Catalog of Selected
Documents in Psychology, 10(85), 1-19.
Ministry of Education, Culture, Sports, Science and Technology. (2017c). Explanation of the elementary school curriculum
guidelines (2017 notification): Moral education.
Mori, Y., & Uematsu, T. (2018). A study on the effectiveness of moral education classes performed. Journal of Educational
Practice and Research, Kochi University, 32, 169-178.
Mukugi, K., Goto, K., & Kijima, M. (2019). A study on lesson research and lesson improvement in moral education:
Comparing two lessons on the theme of "mutual understanding and tolerance." Bulletin of the Center for
Collaboration and Development in Educational Practice, Faculty of Education, Miyazaki University, 27, 89-102.
Saga Prefectural Education Center. (2016). Class practice (2): "The Silver Candlestick" for 5th grade elementary students.
Wainai, Y. (2014). Class practice for 6th grade moral education: "Let's look at 'forgiveness' and 'unforgiveness' in ourhearts" (Moral education division in intercultural education). Bulletin of Tokyo Gakugei University Oizumi Elementary
School, 25(1), 88-91.

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A Pilot Experiment of Role-Playing in a Virtual Learning Space
Hironori Sasaki
Chugokugakuen University
hironori_sasaki@sky.megaegg.ne.jp
Abstract: Role-playing has been utilized as a teaching method in moral education classes at schools to encourage students toshift their viewpoints. Role-playing in virtual spaces was hypothesized that it could assist students in acquiring role-taking
abilities by allowing them to witness different viewpoints through avatars. The overall objective of this study was to develop
an instructional method and materials of role-playing, and to evaluate its effectiveness through implementation in theclassroom. In this study, we had the opportunity of a pilot experiment with elementary, junior high, and high school students
as participants. The purpose of the experiment was to gather feedback from the participants. The participants were assigned
to groups of three and rotated between three avatars: (1) a male avatar, (2) a female avatar, and (3) an observer, to simulate
experiencing gender roles, a contentious social topic. The experiment resulted in rather positive responses from the participants.
However, there were disruptions in the lesson flow because the operation of the equipment required proficiency.

Keywords: Metaverse; Moral education; Role-playing; Role-taking ability; Virtual learning space

Introduction
It was not easy for infants and children to reason about feelings and thoughts from the standpoint of others when
asked the question, "What would you think if you were the protagonist?” To think from another person's point ofview required imagining the scene as a witness from the other person's perspective (shift of viewpoint at the physicallevel) and inferring the feelings and thoughts of the other person (shift of viewpoint at the social level). Shifting
perspectives at the social level requires the development of role-taking ability, which is the foundation of morality.
According to Selman & Byrne (1974), there are five developmental stages of role-taking abilities from childhood toadolescence. Role-playing is an excellent teaching method that enables students to shift their viewpoints at the physicallevel and perceive scenes from the viewpoint of their character a certain story. We have focused on virtual space, where
technology has made remarkable progress in recent years. By using a platform like Metaverse that allows theconstruction of virtual spaces at will, it is possible to set up a morally problematic situation in a virtual space, andlearners can appear as avatars and role-play as if they were in that situation.

Research Question
The research question of the study is: How does role-playing as an avatar in a virtual space affect the development ofrole-taking abilities? To examine this question, it is necessary to develop a virtual learning space in which learners
become avatars and face morally problematic situations, and an instructional method for role-playing in a virtual
learning space. Furthermore, it is necessary to evaluate them through trial classroom practice in school education.
Therefore, the overall objective of the study is to develop a virtual learning space and instructional methods for roleplaying and to evaluate them through trial classroom practice.

Literature Review
Sasaki (2020) initially planned learning activities consisting of three sequential phases to develop infants' and children's
ability to shift their viewpoints at the physical and social levels using robots. Furthermore, the results of a study withyoung children and elementary school students revealed that the ability to change viewpoints at the physical level andat the social level develops independently (Sasaki, 2023a, 2023b). In other words, it became clear that activities may beorganized to cultivate perspective-taking at the physical and social levels without being constrained sequentially. Roleplaying is a well-established teaching method at the classroom practice level, and Tokita (2020) examined the historicalbackground of role-playing and its role in moral education. Honma and Uchiyama (2013) reviewed research on roletaking abilities. On the other hand, there is no research on fostering morality through role-playing in a virtual space.

Research Design & Methods

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ICoME 2024
Role taking ability. According to the developmental levels, as individuals grow, they progress from level 0, theegocentric level, to level 1, the subjective (first-person) level. Furthermore, they progress from level 2, the self-reflective(second-person commensurate) level, to level 3, the third-person perspective level. To promote the acquisition of roletaking abilities, we believe that it is necessary to experience each of three kinds of perspectives in a simulated
environment.
Virtual learning space. The virtual learning space (upper right of Figure 1), in which learners role-play as avatars, iscreated in Metaverse as a platform. In this virtual learning space, learners can experience shifting physical and social
perspectives by rotating between the avatars of "A. Protagonist (a first-person)", "B. Counterpart (a second- person)",and "C. Observer (a third-person)" in turn.
Purpose of this Essay. Of the three types of virtual learning spaces, Type I and Type II are under construction. For
Type III, “Horizon Workroom”, a service provided by Meta, allows learners to hold discussions in a conference room.
We had the opportunity to experiment with role-playing in that space for 5th and 6th-grade elementary school students,
junior high school students, and high school students. The purpose of the experiment is to gather feedback from theparticipants on whether discussions as avatars in a virtual learning space were an effective tool.

Virtual learning space

How to experience role-playing
a. Infants and lower elementary school students

SwitchTypeⅠ. Reliving the scenario

Moral problematic situation

Scenario
A:・・・・・・・・・・
B:・・・・・・・・・・
A:・・・・・・・・・・

b. Middle elementary school students

C. Observer
A. Protagonist

B. Counterpartc. Upper elementary school students
and above

Switcha. Infants and lower elementary school students
b. Middle elementary school studentsc. Upper elementary school students
and abovec. Upper elementary school students
and above

TypeⅡ. Dealing with problematic situations

TypeⅢ. Discuss contentious topics

Moral problematic
situation

Moral dilemma topic

Figure 1 Virtual Learning Space

Experiment
Virtual learning space: In this experiment, a "gender role" is prepared to discuss the social roles of men and women.
Participants are grouped in threes and rotate between three avatars: ➀ male avatar, ② female avatar, and ③ observer.
For the observer, the discussion between the two avatars is monitored on the screen of a laptop PC. As the participants
can only casually observe their avatar’s external appearance in the mirror within the virtual space, it is difficult tomaintain awareness of the avatar’s gender. Therefore, participants are asked to design the avatar of their initial role tostrengthen their awareness of the avatar's gender. A conversation between a man and a woman discussing gender roles
is prepared as a scenario. To think from another person's point of view required imagining the scene as a witness fromthe other person's perspective (shift of viewpoint at the physical level) and inferring the feelings and thoughts of theother person (shift of viewpoint at the social level). Shifting perspectives at the social level requires the developmentof role-taking ability, which is the foundation of morality. According to Selman & Byrne (1974), there are fivedevelopmental stages of role-taking abilities from childhood to adolescence. Role-playing is an excellent teaching
method that enables students to shift their viewpoints at the physical level and perceive scenes from the viewpoint of
their character a certain story. We have focused on virtual space, where technology has made remarkable progress inrecent years. By using a platform like Metaverse that allows the construction of virtual spaces at will, it is possible toset up a morally problematic situation in a virtual space, and learners can appear as avatars and role-play as if they werein that situation.
Procedure
1.Explanation of the purpose and procedure of the experiment2.Explanation of how to operate the headset

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3.Avatar Design
The avatar's entire body is mirrored in the virtual space, and facial features such as hair and eyes are designed, as well
as clothing, ornaments, and other appearance features.
4. Explanation of assemble
After first entering a private office, the participants receive an explanation of the procedure for moving to theconference room.
5.Discussion in the conference room
Two avatars enter the conference room and engage in a scenario-based conversation. The observer observes theconversation through a laptop screen.
6.Rotation
Rotate the roles of avatars and observers; rotate three times so that three participants can experience all the roles.
7.Survey Responses
The questionnaire contained the following two questions, which were answered on a 5-point scale from 1 to 5 (1:disagree, 2: somewhat disagree, 3: undecided, 4: somewhat agree, 5: agree) using the 5-point scale method.
(Q1) Do you think you can think and speak from a male or female perspective?
(Q2) Do you think you can observe objectively as a third person?

Experiment
Elementary school students: October 15, 2023 (Sun.) 14:30-16:00 Number of participants: 18
Junior high school students: October 28, 2023 (Sat.) 14:30-16:00 Number of participants: 19High school students: November 16, 2023 (Thurs.) 15:35-16:25 Number of participants: 20
Although the experiment proceeded according to the procedure, it took a considerable amount of time to operate
headset. When the headset was worn, only the person wearing the headset could see the virtual space, making it difficult
to provide specific operation instructions. Additionally, when the headset was removed and put back on, the positionof the avatar in the virtual space sometimes shifted, requiring time to adjust. Furthermore, while some participants
successfully completed the avatar design stage, they encountered issues proceeding to the personal office and then to
the conference room The wifi connection was occasionally disrupted, preventing them from progressing to theconference room. As a result, time was consumed in equipment operation, and participants could only proceed to thesecond rotation. Consequently, only two of the three roles could be experienced.

Results and Discussion

Figure 2 Respond of Q1

Figure 3 Respond of Q2

Figure 2 shows the percentage of responses to Question 1 of the questionnaire in a band graph for each elementary,junior high, and high school students. Eleven (61.1%) of the elementary school students, 15 (78.9%) of the junior highschool students, and 11(55.0%) responded affirmatively to Q1. The fact that more than half of the responses werepositive to the idea that being an avatar of the opposite gender to oneself allows one to put oneself in the other's shoes
means that the elementary, junior high, high school students who served as subjects were rather accepted the validityof the activity. However, one of the reasons given for the negative responses was that they had not done it, whichmeans that they were unable to participate in the discussion in the conference room. This was because after designing
their avatars, they were stuck in the headset operation of entering their personal offices and then moving from there
to the conference room.

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Figure 3 shows the percentage of responses to Question 2 of the questionnaire in a band graph as well as Q1. Eleven(61.1%) of the elementary school students and 15 (78.9%) of the junior high school students responded affirmatively
to Q2. Since the majority of the respondents were positive about the idea that observing the conversation between
two avatars allows them to see things objectively as a third person. On the other hand, only 3(15.0%) of the highschool students responded affirmatively. One of the reasons for the negative responses was the statement, 'Because I
couldn’t observe the conversation in the PC,' which indicates that the participant could not reach the conference room.
As mentioned earlier, this was due to the fact that they got stuck or made errors in operating the headset when movingfrom the personal office to the conference room.
The above responses from the participants confirmed to some extend the possibility of role-playing in a virtual space.
However, the operation of the headset required a certain degree of skill, and it was probably very stressful for theparticipants who wore the headset for the first time. Although a support person was present during the experiment, it
was difficult to grasp what kind of problems were occurring because only the participant himself could see the screenof the virtual space when wearing the headset. Another problem was that once the participant removed the headset,
the operation paused, and when the support person put it on again, the subject could not always see the same screen,
which took a lot of time. Furthermore, in this experiment, we had six or seven groups of three people each, and eachgroup had access to WiFi from three devices: two headsets and a laptop computer for observing the conference room.
In total, 18 to 21 devices accessed the Wi-Fi, resulting in slow traffic and errors when moving from the personal office
to the conference room in the virtual space. Therefore, a smoother communication environment is needed."Conclusion
The research question was, "How does role-playing as an avatar in a virtual space affect the development of role-taking
abilities?" The overall objective of the study was to 'to develop a virtual learning space and instructional methods forrole-playing and to evaluate them through trial classroom practice.' In this essay, Type III of the three types of virtual
spaces was set as a virtual learning space, and elementary, junior high, and high school students were given theopportunity to experiment with role-playing in a Type III virtual learning space. The purpose of the experiment was
to gather feedback from the participants on whether discussions as avatars in a virtual learning space were an effective
tool. As a result, we obtained rather positive responses regarding the idea that they could put themselves in the positionof others by playing the avatar. However the positive responses that they could view things objectively as a third person
were insufficient. On the other hand, it became clear that the difficulty of controlling the headset and the fragility of
the communication environment made it impossible to adequately prepare a virtual learning space. andIn the future, it will be necessary to devise ways to make the operation of the headset smoother, as well as to make iteasier to move to the conference room. Additionally, although this experiment dealt only with Type III virtual learningspaces, the development of Type I and II virtual learning spaces will be an issue to be addressed.

Acknowledgement
This work was partially supported by JSPS KAKENHI Grant Numbers 21K02819

References
Honma, Y. and Uchiyama, I. (2013). The Review of the Research on the Role-Taking Ability and Perspective-Taking ,Journal of Niigata Seiryo Gakkai, 6(1), pp.97-105. (in Japanese)
Sasaki, H. (2020). A Trial of Programming Education to Nurture ．Research Report of the Japanese Society of Science
Education34(9), pp.31-34. (in Japanese)
Sasaki, H. (2023a). Trial of Preschool Education to Cultivate the Ability of Shifting Viewpoint -Toward a smoothlinkage to programming education in elementary schools- Society for Information Technology & Teacher
Education (SITE 2023), pp. 1462–1467.
Sasaki, H. (2023b). A Discussion on Relationship between Infants’ Ability to Shift Perspectives at Physical Level and
Their Ability of Social Perspective Taking. Proceedings of the 43rd Annual Conference of the Japanese Society
for Educational Technology，pp.375-376．(in Japanese)
Selman, R.L. and Byrne, D. (1974). A structural-developmental analysis of levels of role-taking in middle childhood.
Child Development. 45, pp.803-806
Tokita, G. (2020). Possibilities for the use of role-playing in moral education. Journal of Business Nihon University,90(1), pp.157-170. (in Japanese)

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Impact of Self-regulated Learning Readiness on Junior-highSchool Students’ Performance
Takeshi Matsuda
Tokyo Metropolitan University, Japan
mat@tmu.ac.jp
Mitsuru Kimoto
Gakken Juku Holdings, Japanm.kimoto@gakken.co.jp
This is a part of a study exploring the matching method for a system that extracts advice for students to become proficientin their self-regulation. In this presentation, we divided upper-elementary and junior high school students into four categories
based on their responses to the self-regulated learning scale questionnaire conducted in the first semester of 2023. Then wecollected the mathematics and English scores of junior high school students in each category and assessed their self-regulation.
As a result, clusters with many students using shallow strategies had the lowest performance gains and lowest maximum
scores in both mathematics and English. This indicates that different self-regulation skills or learning strategies can impact
mathematics and English. On the other hand, for learning strategies that utilize planning and metacognition, it is suggested
that advice that takes into account differences in subjects and grades is considered to be effective.

Keywords: Self-Regulated Learning, Private Tutoring School, Learner Model, Learning Strategy

Introduction
The authors of this paper are attempting to develop a system to support tutors at private tutoring schools, or Julu inJapanese, in improving their self-regulation skills as mentors for commuting students. In this report, we examine thedirection of the development of an advising system focusing on self-regulation by comparing the results of tutoring
students with our originally developed self-regulated learning scale (Matsuda et al., 2022, Matsuda and Kimoto, 2024).

Research Design & Methods
Purpose and Research Questions

The future goal of this study is to develop a learner model based on self-regulated learning scales, actual learning
activities, and learning outcomes, and to explore matching methods to extract advice for commuting students. To thisend, this presentation organizes the relationship between the results of the responses to the self-regulated learning
scale and learning outcomes. Specifically, we aim to verify the area enclosed by the dashed line in the upper left of
Figure 1 and explore the relationship between subjective self-level judgments of the components of self-regulation andgrades as learning outcomes by matching responses to the Self-Regulated Learning Scale Questionnaire (SRLSQ) withrespondents' grades. Our objectives are based on the following questions.
Research Question 1: When commuting students are categorized based on their responses to the SRLSQ, whatis the trend of their performance in each category?
Research Question 2: What is the relationship between the responses to individual question items on the SRLSQ
and students’ grades?
The analysis based on these research questions was conducted on a subject-by-subject basis to determine how
differences in the subjects may affect the results.

Research Design

The first data set to be analyzed comprised data from responses to a simplified version of the SRLSQ (five factors and
20 items) by Matsuda and Kimoto (2024). This survey was conducted from April to May 2023. Responses were received
from 569 students, from 4th grade elementary school students to 3rd grade junior high school students attending
private tutoring schools belonging to several Gakken group companies.

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Figure 1
Entire image of developing system

The second data set comprised the comprehension test scores administered at the end of each subject unit. As thiscomprehension test could be repeated by students after studying video materials presented to them in response to theirprevious wrong answers, we used data on the difference between the initial score and the highest score (growth ingrades) and the highest grade (equivalent to the final grade) in the first semester of 2023. The range of the data scores
was 0–2. Using these data, the following analyses were conducted: 1) the respondents were categorized using cluster
analysis based on the SRLSQ; 2) the self-regulation tendencies of each cluster were examined; and 3) the performanceof students in each cluster were compared by subject.

Results
Cluster Analysis

As there were 569 respondents to be classified in the cluster analysis, denoting a large cluster, the number of clusters
was determined to be four after drawing a dendrogram using hierarchical cluster analysis (Ward's method). Nonhierarchical cluster analysis (k-means method) was then used for classification.
The mean values for each self-adjustment factor for each cluster were characterized, as shown in Table 1. In this table,
the weighted mean (µ) of the questionnaire items (5-point Likert scale) comprising each factor was used as the criterion,
with µ≥3.50 being described as "high,” 3.50>µ≥2.50 as "medium" and 2.50>µ as "low.”
Table 1
Average value of students’ answers in SRL readiness scale by clusters

Factors
1.
2.
3.
4.
5.

Planning
Utilization of metacognition
Dependance on teachers
Test anxiety
Shallow learning strategy

1 (n=149)
High
High
Low
Low
Low

Clusters
2 (n=212)
3 (n=125)High
MiddleHigh
MiddleMiddleMiddleHigh
MiddleMiddleHigh

4 (n=83)
Low
MiddleLow
MiddleMiddlePerformance Comparison by Cluster

As the number of elementary school students who responded was less than one grade of junior high school students
in the three grades from grades 4 to 6 combined, they were excluded from the grade comparison. Furthermore,mathematics (growth, N=317; highest score) and English (growth, N=312; highest score, N=317), to which manyjunior high school students responded, were included in the analysis. Because there were outliers in the scores and thegrowth tended to be larger for those with lower initial scores, we counted the number of respondents in each cluster
for the highest and lowest scores by focusing on the growth and rank order of scores. The results are shown in Figures
2 and 3, with different trends observed for mathematics and English.
In mathematics, the number of students in the top 25% greatly exceeded the number in the bottom 25% in Cluster 1,
whereas the number of students in the top and bottom 25% were almost equal in Cluster 2, and the number of students
in the bottom 25% exceeded the top 25% in Clusters 3 and 4. This trend remained the same for both grade growth35

ICoME 2024
and the highest scores. However, for English, the number of students in the bottom 25% greatly exceeded that of the
top 25% in Cluster 1, and the top 25 exceeded that of the bottom 25% in Clusters 3 and 4. Furthermore, for thehighest score in English, the ratio was the opposite of the growth.
Figure 2
a. Improvement in mathematics grades within the same unit b. Highest score for mathematics within the same unit

Figure 3
a. Improvement in English grades within the same unit

b. Highest score for English within the same unit

Correlation between Responses to Each Question Item and Grades
To confirm the relationship between the SRLSQ and grades in more detail, the correlations between individualquestion items and grades were analyzed, and items with significant correlations at the 5% significance level wereextracted, as shown in Table 2. Although all correlations were weak, positive correlations were found between theitems comprising Factors 1 and 2 and grades, and negative correlations, indicated in the cells colored light blue, were
found between the items comprising Factors 3 and 5.

Discussion

We now examine the two research questions of this study. First, when categorizing respondents based on their
responses to the SRLSQ, the following hypotheses can be assumed from student performance:

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Table 2
Correlations between answers for each question item and performance
Factors
Question Items
1. Planning2.
Metacognition

3. Dependence
on teachers
5.
Shallowstrategy

When I study, I make a plan prior to starting.
When I study, I follow my own plans.
I make a plan before studying for the exam.
When I do not fully understand the content duringclass, I will understand it later.
When asking a teacher, I ask them to give me hints
on how to solve it myself, rather than answering it.
When I’m studying, I try to find out things I don’t
understand.
When I encounter something I don’t understand, I
ask the teacher rather than looking it up myself.
If the answer is correct, its reason doesn’t matterfor me.
If the answer is correct, another way to solve theproblem is not particularly important.
I try to remember the answers to the questions thatare likely to be tested.
If there is something I don’t understand in mystudies, I ask my friends for the answer.

Average value
Math
Eng
.122*

.112*

Max value
Math
Eng
.116*
.121*
.144*

.149**
.198*

.144*

.156*
-.139*-.135*-.124*-.142**-.154**-.174**-.211**-.182**-.115*-.174**-.142*-.131*-.113*

Hypothesis 1. Clusters with shallower strategies will have lower grade growth and lower maximum scores inboth mathematics and English.
Hypothesis 2. Different self-regulation skills and learning strategies will be effective in mathematics and English.
Hypothesis 3. Some items in the teacher-dependent and shallow strategies will have little impact on grades, whileothers will have a significant impact.
Considering the implications of these hypotheses in terms of the model formation that contributes to self-regulation
support, it appears that support for pointing out and correcting problems in shallow strategies is necessary regardlessof the subject, while advice based on subject differences is effective for learning strategies that utilize planning andmetacognition.

Conclusion & Future WorkIn this study, the self-regulation and grades shown in Figure 1 were examined for a limited period and only for two
subjects. Naturally, the scope of the abovementioned considerations and hypotheses is limited, and long-term
hypothesis testing using actual learning activity data is needed. Furthermore, in the future, we will seek specific advice
and support activities to assist students in acquiring self-regulation skills. In doing so, we plan to establish a selfregulation model for learners, considering differences in subjects other than English and mathematics as well as
differences in grade levels, and examine how to match this model with effective support methods.

Acknowledgments
This research was supported by Gakken Juku Holdings for academic consultation expenses (project code: LZ51137). We would like to thank Editage (www.editage.jp) for English language editing.

References
Matsuda, T., & Kimoto, M. (2024). Relationship between self-regulation readiness and academic performance ofstudents attending private tutoring schools: A basic study for a support system to improve self-regulation skills.
Proceedings of the 56th Seminar of Japan Association for Educational Media Study, 183-189.
Matsuda, T., Watanuki, K., & Kimoto, M. (2022). Developing a self-regulated learning scale for online learning.
Proceedings of the International Conference for Media in Education 2022, 401-405.

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Future Career Prospects and Time Management Strategies
of University Students
Naoko Ishikawa
Hokkaido University, Japann-ishikawa@high.hokudai.ac.jp
In this study, we conducted a questionnaire survey of university students regarding time management and future careerprospects. The results revealed the following 3 points. (1) Future career prospects had little impact on the trend in time
management behavior. (2) The tendency to live for the day predicts wasting time on entertainment. (3) University students
often regretted their use of time by failing to self-control and procrastinating on assignments. When switching moods andbehaviors to work on assignments, they used strategies to prepare their learning environment and to think about future
benefits. On the other hand, some students regarded procrastinating until just before the deadline of the assignments as a
strategy. Further study is needed on the relationship between goal setting and time management.

Keywords: Future Time Perspective, Self-regulated Learning, Time Management

Introduction
Ensuring that university students have sufficient time to study is important for their success in university studies. In
self-regulated learning research, time management is considered as one of the important learning strategies. Timemanagement is defined as "the behavior of using time effectively to achieve goals" (Imura, et al. 2016). Timemanagement requires a high level of metacognitive ability. It also requires motivation to manage time.
In goal setting in learning, it has been pointed out that it is effective for learners to set short-term goals (Zimmerman,
2008). On the other hand, as students begin to think about their future, long-term goals also become important(Husman & Shell, 2008). The concept of Future Time Perspective describes the time space that individuals consider
when making decisions about the present, depending on how far into the future individuals plan, the clarity with which
they perceive their future needs, and the extent to which the present is connected to the past and future (Husman &Shell, 2008). For university students, it is expected that their outlook on the kind of job they want to have after
graduation will influence their focus on their studies at university and their time management behavior to secure time
for their studies.
In this study, we aimed to clarify the following three points.
(1) Do university students' time management behavior differ depending on their future career prospects?
(2) Do trends in time management behavior predict time-wasting behavior?
(3) How do students think about the use of their time? Specifically, when do they think that they are not making gooduse of their time? How do they switch their moods and actions when they feel unmotivated?

Research Design & Methods
Procedure. Participants in this survey were university students. A web-based questionnaire was conducted in June
2024. Responses were collected anonymously. When the survey was conducted in class, it was made clear that theresults would not affect the students’ course grade, and responses were only collected with the students’ consent.
Question Items. The Time Management Scale (Imura, et al., 2016) was used to measure time management behavior
tendencies. It consisted of 19 items divided into 3 factors: "Time estimation," "Time utilization," and "Taking each
moment as it comes." Participants were asked to answer how much each item applied to them on a four-point scalefrom "1. Not at all true" to "4. Very true." In addition, for the 9 items regarding what you tend to spend too muchtime on in your daily life (time-wasting behavior), we asked for responses on a 4-point scale from "1. Not at all true"to "4. Very true."Free-text items asked about (1) when they felt they were not using their time well and (2) how they switched theirmood and behavior when they were unmotivated despite having things they had to do, such as university assignments.
The face sheet items asked about their grade, gender and future career prospects.

Results38

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Valid responses and attributes. There were 163 respondents. As there were no incomplete responses, the numberof valid responses was 163 (100 freshman, 21 sophomores, 22 juniors, 20 seniors or above; 49 male, 109 female, 5 noresponse). The future career prospects were as follows: 53 students said, "I have a specific job I want to do and an
ideal image of what I want to become(Having ideal image group)"; 50 students said, "I have a specific job I want todo(One Job group) "; 21 students said, "I don't have a specific job I want to do, but I have decided on a type ofindustry(One industry group)"; 25 students said, "I have a few candidates for the type of industry I want to workin(Several industries group)"; and 14 students said, "I haven't decided on a specific job or type of industry I want towork in(No job or industry group)."
Time-wasting behavior. We conducted an exploratory Table 1
factor analysis using the principal component method on 9
Time-wasting behavior: Mean and Standard deviation
items of time-wasting behavior (Table 1). We judged that aMSD
2-factor solution was appropriate based on the steep drop
(1)
Watching
videos3.4
0.9
in the scree plot. After repeatedly conducting a factor(2)
Chattingwithfriends
online2.7
1.1
analysis using the principal component method and(3)
Reading
novels1.8
1.0
Promax rotation while excluding items with a factor loading
2.6
1.1
of less than 0.4 and items with multiple loadings, we (4) Playing with friends
2.0
1.1
obtained a 5-item, 2-factor structure (Table 2). Factor 1 (5) Watching TV(6)Browsing
andposting
on
SNSs
3.3
1.0
consisted of 3 items related to socializing: "Chatting with
(7)
Reading
manga
2.2
1.2
friends online," "Playing with friends," and "Phoning(8)
Phoning
friends
1.8
1.0
friends." Therefore, it was named "Waste time on(9)Playing
games
2.1
1.2
friendship(α=.75) ". Factor 2 consisted of 2 items related
to entertainment: "Reading manga" and "Playing games."
Therefore, it was named "Waste time on entertainment" (α= .55). The inter-factor correlation was .49.
The mean scores for each subscale were 2.4 (SD = 0.9) for "Waste time on friendship," and 2.2 (SD = 1.0) for "Waste
time on entertainment" (Table 3).

Table 2Time-wasting behavior: Results of factor analysis (Principal factor method, Promax rotation)(2) Chatting with friends online(4) Playing with friends(8) Phoning friends(7) Reading manga(9) Playing games

Factor1: Waste time on friendship
.80
.77
.56
.04
-.05

Factor2: Waste time on entertainment
-.06
.05
.05
.63
.61

The Time Management Scale. The coefficient alphas of the Time Management Scale were .75 for "Timeestimation,” .63 for "Time utilization,” and .70 for "Taking each moment as it comes." The mean scores for each
subscale of the Time Management Scale were 2.5 (SD = 0.5) for “Time estimation,” 2.9 (SD = 0.5) for "Timeutilization," and 2.3 (SD = 0.7) for "Taking each moment as it comes" (Table 3).

Table 3
Mean, standard deviation, and correlation
1 Time estimation
2 Time utilization
3 Taking each moment as it comes
4 Waste time on friendship
5 Waste time on entertainment

M
2.5
2.9
2.3
2.4
2.2

SD
0.5
0.5
0.7
0.9
1.0

1
－

2
.62
－

3
.46
.56
－

4
-.04
.10
.09
－

5
-.27
-.26
-.27
.32
－

The time management and time-wasting behavior. To examine the influence of time management on timewasting behavior, a regression analysis (stepwise) was conducted using the time-wasting behavior "Waste time on
friendship" and "Waste time on entertainment" as objective variables (Y) and the 3 subscales of the Time Management
Scale as predictors ("Time estimation" (x1), "Time utilization" (x2), and "Taking each moment as it comes" (x3)). For
the initial model Y=x1+x2+x3, model selection was performed using the information criterion BIC. As a result, Y =-x3 was selected. The model determination coefficient R2=0.07 was significant (F (1, 161) = 12.2, p = 0, adjusted R2 =0.06). For the main effect, the partial regression coefficient for "Taking each moment as it comes" is significant (b = -39

ICoME 2024
0.38, t (161) = -3.49, p = 0, β = 0.27). It was found that "Waste time on entertainment" significantly decreased as"Taking each moment as it comes" increased. No model was selected for "Waste time on friendship".
Future career prospects and time management. To examine whether time management behavior trends differ
depending on future career prospects, a one-way analysis of variance was conducted on the subscale scores of theTime Management Scale according to future career prospects (Table 4). As a result, a significant difference was foundonly in "Time estimation" (F (4, 158) = 2.65, p = 0.03, η2 = 0.06). According to multiple comparisons using Holm's
method, the mean of 2.6 for Having ideal image group was significantly greater than the mean of 2.2 for the One
industry group (MSe = 0.29, p < .05).
Table 4

Results of analysis of variance
Having One job One industry Several No job orFideal image group
group
industries industry
group
group
group
n
53
50
21
25
14
1 Time estimation
M
2.6
2.4
2.2
2.4
2.4
2.65, p <.05
SD
0.5
0.5
0.6
0.5
0.6
Having ideal image group> One industry group
2 Time utilization
M
3.0
2.9
2.9
3.0
2.9
0.32, p >.10
SD
0.5
0.4
0.5
0.6
0.5
3 Taking each
M
2.3
2.4
2.2
2.5
2.2
0.65, p >.10
moment as it comes SD
0.7
0.6
0.4
0.8
0.8
When they felt they were not using their time well. 183 valid responses were obtained from 163 participants. The
free descriptions were classified by free coding. The results were classified into 4 categories: "Failure of self-control(73 responses)," "Demerits due to procrastination (50 responses)," "Failure of schedule management (34 responses),"and "Failure of time allocation (26 responses). "Failure of self-control" included "Lazy spending" and "Prioritizing
what I want to do. "Demerits due to procrastination" included "Working just before the deadline" and "Not completing
assignments by the deadline." "Failure to manage the schedule" included "Overscheduling" and "Not completing
assignments as scheduled." "Failures in time allocation" included "Assignments took longer than estimated" and"Assignments took more time than necessary."

How they switch their mood and behavior. 189 valid responses were obtained from 163 participants. Free
descriptions were classified by free coding. The results were categorized into the following 6 types: "Setting up thelearning environment (51 responses)," "Thinking about future benefits (38 responses)," "Starting for now (33responses)," "Refreshment (31 responses)," "Procrastinate (21 responses)," and "Making up my mind to do theassignment (15 responses). " "Setting up the environment" included "Moving to a place where I can concentrate,""Working with friends," and "Playing music." "Thinking about future benefits" included "Imagining future
disadvantages" and "Preparing rewards." "Starting for now" included " Starting for now" and "Start with simple
assignments." "Refreshment" included "Doing what I want to do first" and "Going to bed first." "Procrastinate"included "Putting off assignments and working on it just before the deadline" and "Waiting until I feel motivated.""Deciding to do the assignment" included "Deciding to do the assignment," "Setting a time and doing what I want to
do first."

Discussion
Do University students’ time management behavior differ depending on future career prospects? We assume
that the reason why "Having an ideal image group" estimates their time is that their "ideal image" includes "an imageof being faithful to one's profession," such as working with a vision for the future. Therefore, it is possible that they
are taking actions to approach such an ideal image. In this analysis, only "One industry group" showed a significant
difference. It is likely that "Several industries group" and "No job or industry group," who do not have a clear idea of
their future career, have more opportunities to become aware of their future. Nevertheless, the experience of job
hunting may have influenced the time management behavior of junior and senior students. In addition, it is necessary
to reconsider how to ask about future career prospects.

Do trends in time management behavior predict time-wasting behavior? The higher the propensity to live forthe day, the more time was wasted on entertainment. Since watching videos and browsing and posting on SNS had aceiling effect and were excluded from the factor analysis, they could not include in the analysis of time-wasting40

ICoME 2024
behavior. However, the free descriptions indicated that the participants often regretted wasting time by watching
videos, browsing and posting on SNSs on their smartphones too much, even though they were aware that they had todo their assignments and other tasks. In addition, as a result of such procrastination, they often regretted working on
assignments in a hurry just before the due date.
It has been pointed out that university students, who tend to be addicted to the Internet due to smartphone use, do
not make progress in their learning due to lack of sleep, and their physical and mental health is adversely affected(Katayama & Mizuno-Matsumoto, 2016). Therefore, this study suggests that educating university students about time
management will reduce excessive smartphone use and help them adapt to learning at university.
What switching strategies do university students use? There are two types of strategies for switching when one isunmotivated: physical and psychological. Physical strategies include preparing the learning environment and getting toa desk and starting an assignment. Psychological switching strategies included thinking, "I will be free when I finish
this," "What if I fail the credit?"On the other hand, there were also a few students who dared to procrastinate without switching. It is possible that thestudents consider procrastination as a "strategy." However, according to the free description of the students' failure inusing time, it can be seen that they failed in self-control. They rush to complete assignments just before the deadline,
but their goal is to complete the assignment. There is also the possibility of defensive procrastination as a form of selfhandicapping. Therefore, it is difficult to say that this behavior is adaptive.

Conclusion
It is difficult to conclude from this study that future career prospects have a significant impact on time management.
However, it does provide some suggestions that may contribute to improving the way university students use theirtime. Specifically, students who want to use their time better can be informed of how others are doing. Future work is
to clarify how university students’ time management strategies affect their actual performance, such as academic
achievement.

References
Husman, J. & Shell, D. F. (2008). Beliefs and perceptions about the future: A measurement of future time perspective.
Learning and Individual Differences, 18, 166-175.
Imura, T., Takamura, M., Okazaki, Y. & Tokunaga, S. (2016). Construction of the Time Management Scale andexamination of the influence of time management on psychological stress response. The Japanese Journal of
Psychology, 87(4), 374-383.
Katayama, Y. & Mizuno-Matsumoto, Y. (2016). Internet dependence tendency in university students and its impact
on their health and lifestyle performance. Health Evaluation and Promotion, 43, 657-664.
Zimmerman, B. J. (2008). Goal setting: A key proactive source of academic self-regulation. In D. H. Schunk, & B. J.
Zimmerman, (Eds.), Motivation and self-regulated learning theory, research, and applications (pp.267-295). Erlbaum.

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The Impact of Avatars Supporting Self-Regulation on Learning
Experience in Metaverse
Eunbyul Yang
Chonnam National University, South Korea
e.yang@jnu.ac.kr
Jeeheon Ryu
Chonnam National University, South Korea
jeeheon@jnu.ac.kr
Abstract This study examines the impact of self-regulated learning (SRL) support strategies and task types on college
students' learning experiences in a metaverse learning environment (MLE). Sixty-six college students participated in anarrative-based metaverse game designed to teach basic economic knowledge. Participants were assigned to groups receiving
SRL support via avatars or prompts. We collected learners’ subjective perception and facial expression data. Results showed
higher achievement with avatar-based SRL support. Task types affected mental effort, learning flow, and emotional
perception differently. The study highlights the effectiveness of avatars in enhancing learning achievement and the importanceof considering task types in MLE design, utilizing multimodal analysis for comprehensive insights.

Keywords: Metaverse, Self-regulation, Avatar, Prompt, Multimodal analysis

Introduction
The advancement of technology has introduced innovative methods for educational delivery, one of which is themetaverse learning environment (MLE). Metaverse is a term that means a virtual space that transcends the real world,
and it refers to a virtual world where one can interact with others based on an avatar (Tilak et al., 2020). Users canfreely move around the metaverse space and have joint experiences with others while interacting with other people's
avatars through their avatars, which are their representatives in the metaverse (Bieńkiewicz et. al., 2021; Gursoy et al.,2022). Interacting with others in the metaverse allows users to perceive social presence, a sense of feeling as if they are
actually with them (Sinatra et al., 2021). Additionally, in the process of freely moving through virtual space bymanipulating the user's avatar, a sense of copresence, which is the sense of being in the same space as others, can beperceived (Kim et al., 2019). The senses such as social presence or coexistence perceived by users in the virtual world
function to promote users' sense of immersion (López-Belmonte et al., 2022), so users can achieve a high level ofsatisfaction through avatar interaction and spatial movement in the metaverse. This study aims to explore college
students' learning experiences by integrating self-regulated learning (SRL) support strategies within MLEs. Specifically,
it investigates the effectiveness of narrative-based metaverse game learning for delivering basic economic knowledge
to college students.

Research Design & Methods
A narrative-based metaverse game was designed to facilitate SRL among college students. In this study, we designed
learning on financial investment for college students. Learning content was developed into three types of tasks
according to the level of cognitive complexity suggested by Bloom's taxonomy and presented so that learners could
learn on their own in the MLE(Boeren & Iguez Berrozp, 2022). The study involved 66 participants who were randomly
assigned to either an avatar provision group or a prompt provision group. In the avatar provision group, SRL strategies
were delivered by a peer avatar, while in the prompt provision group, SRL strategies were provided through on-screen
pop-up messages. Figure 1 left shows the scene of peer avatar provision, and Figure 1 right shows provided by theprompt. Learners completed both knowledge comprehension and problem-solving tasks, with mental effort andlearning flow questionnaires measuring subjective experiences. Objective experiences were assessed using eye-tracking
and facial expression analysis, alongside an achievement evaluation. Data were quantified and statistically analyzed.

42

ICoME 2024
Figure 1
Supporting self-regulated learning strategies methods (L: Avatar, R: Prompt)

Results
The analysis revealed that learners receiving SRL support via avatars scored higher in achievement tests compared tothose receiving support through prompts. However, other measured variables, such as mental effort and learning flow,
did not significantly differ between the two groups. Task type influenced learners' experiences: problem-solving tasks
required more mental effort and yielded higher learning immersion, whereas knowledge comprehension tasks resulted
in higher positive emotion perception and lower cognitive load.

Discussion & Conclusion
The findings suggest that using avatars for SRL support in MLEs can enhance learning achievement. The differential
impact of task types highlights the need to consider the nature of the learning task when designing MLEs. The study
underscores the importance of multimodal analysis for a comprehensive understanding of learners' subjective andobjective experiences in MLEs. This study demonstrates that social interaction through avatars in MLEs is effective
for enhancing learners' SRL and achievement. The variation in experiences based on task types suggests the necessityof tailored learning designs in metaverse environments. The use of multimodal analysis provides valuable insights into
the diverse aspects of learning experiences, contributing significantly to the design and implementation of MLEs.

ReferencesBieńkiewicz, M. M., Smykovskyi, A. P., Olugbade, T., Janaqi, S., Camurri, A., Bianchi-Berthouze, N., Björkamn, M.,& Bardy, B. G. (2021). Bridging the gap between emotion and joint action. Neuroscience & Biobehavioral Reviews,
131, 806-833.
Gursoy, D., Malodia, S., & Dhir, A. (2022). The metaverse in the hospitality and tourism industry: An overview ofcurrent trends and future research directions. Journal of Hospitality Marketing & Management, 31(5), 527-534.
Kim, K., Schubert, R., Hochreiter, J., Bruder, G., & Welch, G. (2019). Blowing in the wind: Increasing social presencewith a virtual human via environmental airflow interaction in mixed reality. Computers & Graphics, 83, 23-32.
López-Belmonte, J., Pozo-Sánchez, S., Lampropoulos, G., & Moreno-Guerrero, A. J. (2022). Design and validation ofa questionnaire for the evaluation of educational experiences in the metaverse in Spanish students(METAEDU). Heliyon, 8(11), e11364.
Sinatra, A. M., Polard, K. A., Files, B. T., Oiknine, A. H., Ericson, M., & Khooshabeh, P. (2021). Social fidelity invirtual agents: Impacts on presence and learning. Computers in Human Behavior, 114, 106562.
Tilak, S., Glassman, M., Kuznetcova, I., Peri, J., Wang, Q., Wen, Z., & Walling, A. (2020). Multi-user virtualenvironments (MUVEs) as alternative lifeworlds: Transformative learning in cyberspace. Journal of Transformative
Education, 18(4), 310-337.

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ICoME 2024

Exploring Features for Enhancing Metacognition
During Note Revision and Review
Takaki Kondo
Department of Mathematics and Science Education, Graduate School of Science, Tokyo University of Science, Japan
1722704@ed.tus.ac.jp
Kaisei Ishii
Department of Mathematics and Science Education, Graduate School of Science, Tokyo University of Science, Japan
1723501@ed.tus.ac.jp
Tadashi Misono
Institute of Education, Academic Assembly, Shimane University, Japan
misono@edu.shimane-u.ac.jp
Rieko Inaba
College of Liberal Arts, Tsuda University, Japaninaba@tsuda.ac.jp
Yuki Watanabe
Department of Mathematics and Science Education, Graduate School of Science, Tokyo University of Science, Japan
wat@rs.tus.ac.jp
Not many studies have examined how to support note revision and review in note-taking functions. This study aimed toevaluate whether the visualization of others’ note-taking situations (notes, important parts, and unclear parts) enhances selfregulated learning processes during the revision and review of their notes. We collected learners’ think-aloud and note-taking
log data during note revision and review and assessed them using a coding scheme. From the 21 participants’ utterances
mentioning visualization, we classified 193 coded events. The coding results revealed that learners engaged in self-regulated
learning during note revision and review, triggered by the visualization of others’ note-taking. Specifically, learners referred
to others’ unclear parts to enhance metacognition and cognition.

Keywords: Note-Taking, Note Revision, Metacognition, Self-Regulated Learning, Visualization

Introduction
Self-Regulated Learning
Recently, there has been an increasing need to promote self-regulated learning (SRL) to enable independent learnerengagement. Learners proficient in SRL can effectively cycle through forethought, performance, and reflection (Usher& Schunk, 2018). Bannert et al. (2014) also considered the temporal nature of SRL processes and developed a coding
scheme based on metacognition, cognition, and motivation. Van Der Graaf et al. (2021) evaluated SRL processes
during writing using learning logs and think-aloud data with this scheme. Furthermore, Nilson (2013) proposed thatlearners can promote self-regulated learning (SRL), a skill increasingly emphasized in recent years, through activities
improving note-taking.

Note-Taking Functions
Note-taking is one of the most common learning behaviors. Note taking has three functions: the encoding functionof taking notes in class; the note revision function of adding new information to one’s notes; and storage function ofreviewing one’s notes (Luo et al., 2016). Many studies of note-taking have focused on methods to support in-classnote-taking. For example, distributing materials can facilitate learning, although it also reveals challenges such as theinability of learners to engage in high cognitive processes like elaboration and organization (Lannone & Miller, 2019).
Luo et al. (2016) argue that through the process of note revision, learners can create organized summaries, enabling
more effective reviews. However, several challenges are observed in supporting note revision. Flanigan and Titsworth(2020) contend that in handwritten notes, learners can only note about 40% of the class content, and furthermore,recalling information not noted to revise the notes can be significantly challenging. Flanigan et al. (2023) further
emphasized the importance of evaluating the note revision process based on learners’ cognitive processes. Therefore,

44

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it is essential to determine what is effective in supporting note revision and to evaluate this from the perspectives ofcognitive and metacognitive processes.

Note-Taking Support System
In recent years, the widespread use of ICT has spurred active research in the field of learning analytics using educational
data. We have been developing a note-taking web application called Nudge for Note-Taking Assist System (NoTAS),
which utilizes tablet devices to support in-class note-taking (Kondo et al., 2023). Using collected notes and highlightlogs, NoTAS visualizes the positions where other learners have written on their materials, thus facilitating support
among learners. The information visualized includes notes, important highlights, and unclear highlights. Kondo et al.
(2023) indicated that NoTAS visualization increased learners’ motivation for note-taking and their’ sense of classroom
community and social presence. However, the effectiveness of visualizing others’ abstract note-taking situations fornote revision and review remains unclear.
Thus, this study aimed to evaluate whether the visualization of NoTAS enhances SRL processes during revision andreview of their notes. We collected learners’ think-aloud and note-taking log data during note revision and review andassessed them using a SRL coding scheme.

Methods
Procedure
We recruited undergraduate and graduate students enrolled in a science university in Japan. The experiment was
conducted in October 2023 with 21 participants, 14 males and seven females, averaging 21.5 years old. The participants
signed an informed consent form and then practiced the NoTAS system using an iPad 6th and a tablet pen. They thentook a 30-minute class using NoTAS. Following that, they spent 15 minutes revising and reviewing their notes using
NoTAS while engaging in thinking aloud. To ensure that the visualization and that we could properly evaluated
NoTAS, we instructed our collaborators to highlights and write notes specific sections as set by the first author, making
the relevant parts stand out. Finally, participants completed a test and a post-questionnaire.

Coding Think-Aloud Data
The participants’ utterances during note revision and review were recorded and coded. We used a coding scheme toclassify these utterances as SRL processes. This scheme is based on developed and used coding schemes by Bannert
et al. (2014) and Van Der Graaf et al. (2021). The main categories include metacognition (MC), low cognition (LC),high cognition (HC), and motivation (MOT). Additionally, to classify mentions od others’ note-taking visualizations,specific to our study, we added subcategories. Table 1 provides an overview of the subcategories. Note that the
subcategories in bold were specifically added for this study. Using these categories, we evaluated the impact of NoTAS
visualizations on SRL processes by classifying the types of visualizations referenced.
Table 1

Overview of the subcategories
Coding category
Description
Metacognition Planning
Planning of proceeding(MC)
Judgments of relevance
Judgments of relevance of information
Monitoring
Monitoring one’s own learning
Peer monitoring
Observing and trying to understand others’ learning behavior
Low cognition First time reading
Reading the text out loud and superficial describing of figures(LC)
Rereading
Rereading of text or figures
Switching visualization
Turn the visualization function on or off
Swipe pages
Navigate pages
Highlighting important parts Highlighting important parts
Highlighting unclear parts
Highlighting unclear parts
Noticing visualization
Noticing Changes in Visualization from Others’ Note-Taking
High cognition Elaboration
Connecting content-related comments and concepts; reasoning(HC)
and association.
Organization
Organizing of content by creating an overview
Motivation
Motivation
Positive, negative, neutral motivational utterances in respect to(MOT)task, person, situation

45

ICoME 2024

Results and Discussion
We observed utterances from 13 participants that referred to the visualizations. Descriptive statistics for the coded
events corresponding to each type of visualization are shown in Table 2. The number of utterances for each category
per type of visualization is as follows:

Notes: MC= 16, LC = 29, HC = 5, MOT = 1
Important highlights: MC = 8, LC = 22, HC = 0, MOT = 1
Unclear highlights: MC = 26, LC = 60, HC = 25, MOT = 1

Table 2

Coding scheme for categorizing learners’ think-aloud data as SRL processes
Coding category
Metacognition

Planning
Judgments of relevance
MonitoringPeer monitoring
Low cognition First time reading
RereadingSwitching visualization
Swipe pages
Highlighting important parts
Highlighting unclear parts
Noticing visualization
High cognition Elaboration
Organization
Motivation
Motivation

Others’ notes(n = 50)nMSD
1 0.05 0.21
1 0.05 0.21
8 0.38 0.72
6 0.29 0.63
2 0.10 0.29
0 0.00 0.00
5 0.24 0.61
0 0.00 0.00
1 0.05 0.21
1 0.05 0.21
20 0.95 1.81
5 0.24 0.87
0 0.00 0.00
1 0.05 0.21

Others’ important
highlights (n = 31)nMSD
0 0.00 0.00
7 0.33 1.49
0 0.00 0.00
1 0.05 0.21
5 0.24 1.06
1 0.05 0.21
1 0.05 0.21
0 0.00 0.00
5 0.24 1.06
0 0.00 0.00
10 0.48 1.71
0 0.00 0.00
0 0.00 0.00
1 0.05 0.21

Others’ unclear
highlights (n = 112)nMSD
4 0.19 0.50
1 0.05 0.21
14 0.67 1.43
7 0.33 1.08
18 0.86 1.70
5 0.24 0.53
0 0.00 0.00
7 0.33 0.64
1 0.05 0.21
5 0.24 0.61
24 1.14 1.64
24 1.14 2.29
1 0.05 0.21
1 0.05 0.21

Visualization of Others’ Notes
From coding results, when participants noticed the visualization of others’ notes, they became concerned about what
others had written, contemplated what they themselves should write, and were encouraged to generate concrete
examples. As participants could not see specific descriptions using NoTAS, metacognitive behavior may have been
activated. Below, the SRL process sequence observed in a participant after noticing the visualization is presented.
I wonder what everyone wrote here. (Noticing visualization)
Learning through narrative and familiar stories with introductions, developments, twists, and conclusions. (First
time reading)Ah, I see, perhaps they wrote something about motivation. (Peer monitoring)“Write ‘motivation.’” (Elaboration)
This participant, after noticing what others were writing, read the text nearby. He inferred what others had writtenfrom the class material and wrote his own notes accordingly. However, as these visualizations are abstract, despite
noticing them, some participants did not know how to effectively integrate this into their SRL process.

Visualization of Others’ Important Highlights
Only three participants mentioned noticing the visualization of others’ important parts. During note revision andreview, they engaged in learning activities such as reading the text based on the visualizations, assessing its importance,and highlighting accordingly.
A potential reason why many participants could not effectively utilize these visualizations might be that they were
occurring all over the material, which possibly made it difficult for them to feel genuinely supported by them. For
example, although several participants did not explicitly mention that they referred to the visualizations, they often
began their reviews with the text where important parts were visible. This suggests that they might have been
subconsciously influenced by these visualizations, thereby regulating their learning accordingly.

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Visualization of Others’ Unclear Highlights
The coding results revealed that participants extensively utilized the visualization of others’ unclear parts during noterevision and review. Especially, when aware of such visualizations, they monitored whether they understood thesection, read texts, moved to pages, and contemplated concrete examples, triggering various learning behaviors. Below,
the SRL process sequence observed in a participant after noticing the visualization is presented.
Unclear markers are placed on the “andragogical perspective,” (Noticing visualization)
but it is explained right below. (Elaboration)
I drew the important highlight myself (in class). (Monitoring)
I wonder if everyone was a bit unsure about the meaning of andragogy. (Peer monitoring)
The material states it is a “theory to facilitate learning by leveraging adult characteristics,” (First time reading,Elaboration)
but perhaps some people did not quite understand that part. (Peer monitoring)
When this participant noticed the visualization, he checked the texts that could possibly explain it. He referenced themarkers he had drawn during the class to confirm the information, reflecting on his in-class actions. Through these
metacognitive activities, he was trying to interpret for himself why others had not understood the content. Therefore,
it is suggested that visualizations of others’ unclear parts most effectively promote the SRL processes during noterevision and review.

Conclusion
In conclusion, we found that learners engaged in self-regulated learning during note revision and review, triggered by
the visualization of others’ note-taking situations. Specifically, learners referred to others’ unclear parts to enhancemetacognition (e.g., monitoring) and cognition such as reading and elaboration, thereby regulating their learning.
However, because visualization of others’ notes and important parts are often visible almost everywhere in the material,
it might be challenging for learners to explicitly mention which visualizations they referred to. Nonetheless, despite
the small numbers of codes, these visualizations also were suggested to support SRL.

Acknowledgments
This work was supported by JSPS KAKENHI Grant Number JP22K02837.

References
Bannert, M., Reimann, P. & Sonnenberg, C. (2014). Process mining techniques for analysing patterns and strategies instudents’ self-regulated learning. Metacognition Learning, 9, 161–185. https://doi.org/10.1007/s11409-013-9107-6
Flanigan, A. E., & Titsworth, S. (2020). The impact of digital distraction on lecture note taking and student learning.
Instructional Science, 48(5), 495-524. https://doi.org/10.1007/s11251-020-09517-2
Flanigan, A. E., Kiewra, K. A., Lu, J., & Dzhuraev, D. (2023). Computer versus longhand note taking: Influence ofrevision. Instructional Science, 51(2), 251-284. https://doi.org/10.1007/s11251-022-09605-5
Kondo, T., Misono, T., Inaba, R., & Watanabe, Y. (2023). Learning Visualization System to Improve the Community
Sense and Learning Behavior in Class. International Journal for Educational Media and Technology, 17(1), 1-14.
https://ijemt.org/index.php/journal/article/view/303
Lannone, P., & Miller, D. (2019) Guided notes for university mathematics and their impact on students’ note-taking
behaviour. Educational Studies Mathematics, 101: 387-404, https://doi.org/10.1007/s10649-018-9872-x
Luo, L., Kiewra, K. A., & Samuelson, L. (2016). Revising lecture notes: How revision, pauses, and partners affect notetaking and achievement. Instructional Science, 44, 45-67. https://doi.org/10.1007/s11251-016-9370-4
Nilson, L. B. (2013). Creating self-regulated learners. Stylus publishing.
Usher, E. L. & Schunk, D. H. (2018) Social cognitive theoretical perspective of self-regulation. In D. H. Schunk, & J.
A. Greene (Eds.), Handbook of Self-Regulation of Learning and Performance. Taylor & Francis Group, New York, pp.
19-35, https://doi.org/10.4324/9781315697048-2
Van Der Graaf, J., Lim, L., Fan, Y., Kilgour, J., Moore, J., Bannert, M. & Molenaar, I. (2021). Do instrumentation
tvaools capture self-regulated learning? In LAK21: 11th international learning analytics and knowledge conference, pp.
438-448. https://doi.org/10.1145/3448139.3448181

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Integrating 21st century skills development with programming
activities by video-game pedagogy
Carlot Charline
Hyogo University of Teacher Education, Japan
charline.carlot@hotmail.com
Bando Tetsuya
Naruto University of Education, Japantebando@naruto-u.ac.jp
The acquisition of the 4C skills (critical thinking, creativity, collaboration, and communication) is a necessity for every
citizen of the 21st century. Under specific pedagogical conditions, these skills can be taught through programming. One of
the keys to the success of such teaching lies in the pre-service teachers who will become the pillars of the education system,and the professional commitment of a pre-service teacher depends on his or her perceptions. Thus, this study seeks to determine
the perceptions of pre-service teachers concerning the teaching of programming combining problem-solving and the use ofvideo games to foster the development of 21st century skills.

Keywords: 21 century skills, Pre-service Teacher, Programming, Sandbox Game, Video game

Introduction
Pre-service teachers represent the future of the educational system. It is they who will play an important role in theacquisition of educational skills in the 21st century that are recognized as key to success in a technology-driven global
society (Lapek, 2018). These include the 4C skills (Critical Thinking, Creativity, Collaboration, and Communication)and programming competence. Under the right educational conditions, the implementation of programming educationfrom preschool to secondary school can positively impact the 4C competencies (Hu, 2023). To ensure that pre-service
teachers are inclined to teach programming through a specific pedagogical strategy and thus participate in thedevelopment of 21st century skills, we need to ensure that their perceptions and motivations are optimal.
According to Romero and Vallerand (2016), the implementation of activities based on co-creation with technologies
enables the development of 21st century skills, including critical thinking, communication, collaboration, and creativity.
In this context, teaching programming based on co-creative problems requires a creative and reflective (criticalthinking) approach to devising new and original solutions to problems. Lai and Wong (2021) confirmed that integrating
collaboration into programming problem solving facilitates the acquisition of collaborative and communication skills.
Liu et al. (2016) state that peer review activities foster critical thinking.
Several technological tools are available to implement co-creative problem-solving activities (Romero and Valleranc,
2016). Chang, Chung, and Chang (2020) confirmed the combination of problem-solving learning with the use of video
games to overcome the complexity of programming. The use of video games promotes learning-by-doing, learning
through trial and error, motivation, social openness, and the concretization of abstract concepts (Annart, 2019).
However, the wide variety of tools available can make it difficult for educators to choose the right one (Silva andSilviera, 2020). One solution could be to consider a category of games that imposes no rules or limits and emphasizes
creativity (Wingrave et al., 2012). This category of games is called “sandbox” and includes the game most widely played
globally: Minecraft. Multiple studies have already demonstrated Minecraft’s effectiveness in motivating young people
to learn programming (Sun and Li, 2019), improving computational thinking concepts (Kurtay and Sober, 2022), andreinforcing 21st century skills such as creativity and critical thinking (Sun and Li, 2019).

Thus, this study analyzes pre-service teachers’ perceptions of the impact of instructional programming that combines
video games and creative problem-solving on the development of 21st century skills.

Research Design & Methods
Participants
The study involved 28 students in an education university: 12 pre-service teachers in primary school, 9 pre-service
teachers applying to teach in junior high school, 3 pre-service teachers in high school, and 4 pre-service teachers who
were undecided. Among the pre-service teachers, none engaged in the daily gameplay of sandbox video games. Of the
pre-service teachers, 5 played these games regularly (several times a month), 5 had limited experience, 6 had past48

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experience, and 12 pre-service teachers have never played them. Regarding programming experience, only six preservice teachers reported having studied programming languages such as Java, Shell, or JavaScript.
Experimental Procedure
The survey in this study was structured as a pre- and post-test. Except for the demographic questions in the prequestionnaire, the same questionnaires were distributed at the beginning of the first session and end of the fourth
session.
The experiment was conducting over four weeks in 90-minutes sessions. The first activity was an introductory session
to the game Minecraft, and the next three were co-creative problem-solving activities in Minecraft. During these three
activities, pre-service teachers conducted three creative problem-solving activities. In Minecraft, after building or
destroying something, it is not possible to go back by clicking “ctrl + z.” Thus, for each activity, the teacher createdand provided different codes, allowing the construction zones to be reset. In addition, during all activities, the preservice teachers had to build their individual constructions but were free to communicate and collaborate with theirclass neighbors.
Activities description
The first activity was an introductory session to the game Minecraft. The first 30 min was allocated for the pre-test,
then during the next 60-minute session, the teachers followed Microsoft’s introductory coding tutorials titled“Fundamentals of Programming 1.”
The second activity involved the creation of coral-shaped structures to address the causes and effects of coral
disappearance. The objective of the activity was established at the outset, and an example of the result was presented
in Minecraft by the instructor. Before interacting with the video game, pre-service teachers were required to draw the
shape of their structure on paper and write a construction algorithm.
The third activity consisted of setting up several aquariums in a previously constructed building to address the themesof living conditions and conservation of marine animals. The objective of the activity and the sub-steps necessary toachieve it were presented at the beginning. Before interacting with the video game, pre-service teachers were required
to plan the layout of the aquariums on paper and write a construction algorithm. For this activity, pre-service teachers
had access to the code for two versions of aquariums, allowing them to modify or draw inspiration from the code tocreate their own aquariums.
The fourth activity involved building several houses and respecting the wishes of the new town residents. First, theobjectives and constraints of the activity were outlined at the start. Unlike the first two activities, which involved blockbased programming, this activity required pre-service teachers to modify a Python code while accessing its block-based
version. Before constructing each house, pre-service teachers were required to consider the modifications needed tothe initial code on paper. At the end of the session, 10 min were dedicated to the posttest.
Figure 1
Illustrations of activities 2, 3, and 4

Measuring Tools
The questionnaire was based on a model for evaluating the potential of a game to develop the 4Cs (Thornhill-Miller
et al., 2023) and was modified to analyze the perception of the impact of video game use in programming instruction
on four 21st century skills (critical thinking, creativity, communication, and collaboration). In this model, each C is
subdivided into five components. Initially, the grid works as follows: For each of the five components of each C, weevaluate the game on a list of sub-components using two yes/no scales, one for whether it is “possible” for that subcomponent to manifest and one for whether that sub-component is “required for success” in the game. For thequestionnaire in this study, we used the definition of each sub-component to construct a question in the format “In
my opinion, teaching programming with a video game enables ...,” which was scored on a four-point Likert scale. Thus, thequestionnaire comprised five questions related to each C.

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Results
The analysis focuses on results collected before and after three problem-solving activities with programming on in the
Minecraft video game. Multiple Kruskal-Wallis tests determined that there were no significant differences between
student groups (based on faculty) in the pre-test results. Consequently, for subsequent analyses, the pre-service teachers
will be considered a single unified group. The analysis of the results will be organized around the research questionthat we aim to address.
What is the perception of the pre-service teachers of the impact of teaching programming with a video gameon 4C skills?
Comparing the pre-test averages with those of the post-test, two findings emerged: Results increased for the 4Cs and,except for creativity, for which the teachers outperformed, the averages stabilized. To confirm the significance of theincrease in the means of each variable, a Wilcoxon test was performed, confirming the significance of the increase inthree of the 4Cs. In other words, all three activities improved pre-service teachers’ perceptions of the impact ofteaching programming with a video game on 21st century skills for creativity (z = 3.26, p = .00, r = .62), critical thinking(z = 2.55, p < .05, r = .48), and communication (z = 2.31, p < .05, r = 44). This means that pre-service teachers feelthat using video games to teach programming can lead to the development of 21st century skills.
Table 1Results of 4C Model evolutions before and after activities
Perception that teaching
programming with a video gamecan have an impact on 4C skills
Creativity
Critical Thinking
Collaboration
CommunicationN

Pre test
Means

Post test
Means

z

p

r

28
28
28
28

15.86
14.36
15.64
14.89

17.61
16.07
16.57
16.43

3.26
2.55
1.46
2.31

0.00
0.01
0.15
0.02

.62
.48
.28
.44

Discussion
According to the results, pre-service teachers perceived the impact of teaching programming using video games on thedevelopment of creativity, critical thinking, and communication. The pre-service teachers’ perceptions are in line withstudies confirming that teaching programming with Minecraft helps develop these three skills (Aktaş Kumral and Çam,2023; Sun and Li, 2019). It was only for the skill of Collaboration that the pre-service teachers do not seem to havebeen convinced. However, during the three creative problem-solving activities, pre-service teachers were free tocommunicate and collaborate with their neighbors, and the Minecraft video game is a tool that is conducive to thedevelopment of collaborative skills between users (Andersen and Rustad, 2022). However, as Lai and Wong (2021)
have noted, the collaboration component must be included in the problem-solving process when teaching
programming. Romero et al. (2016) also emphasized the collaborative aspect of co-creative problem solving to develop
21st century skills such as collaboration. Thus, allowing too much freedom for communication and collaboration does
not seem sufficient. It is necessary to include moments of collaboration during creative problem-solving activities in
the learning process.

Conclusion
With rapid advances in technology in recent years, the teaching of programming has become a priority and has been
included in the educational curricula of many countries (European Commission, 2022). Individual teaching is easily
perceived as difficult and meaningless by learners. Thus, it is necessary to include the teaching of programming in cocreative problem-solving activities with technologies to include the development of so-called 21st century skills. Fourskills have been highlighted: creativity, critical thinking, communication, and collaboration, known as the 4Cs.
Among all the tools available for teaching programming, video games have proven to be effective in terms of learningand motivation. In recent years, as many games have been developed, it has become difficult for teachers to choose
the right game for their specific teaching needs. This is how Minecraft, a sandbox game that that lets you choose yourown objectives and teaching strategies adapted to any specific educational context, came to the attention of teachers
and researchers. The game has proven its ability to develop disciplinary skills such as programming and crossdisciplinary skills (21st century skills) in a wide range of contexts, yet little research has focused on the acquisition of
21st century skills during programming activities in Minecraft.

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Thus, this study aims to propose a pedagogical strategy for teaching programming with Minecraft to develop the fourcores 21st century skills. This strategy consists of co-creative problem-solving programming activities with Minecraft.
As pre-service teachers are the future of teaching, this study analyzes their perception of the impact of this strategy on
the 4Cs. Following the implementation of the three activities, pre-service teachers’ opinions were strengthened for all
skills except collaboration. This may be because although pre-service teachers were free to collaborate with each other,no specific collaboration time was set aside during the activities. Thus, future studies should include collaboration
moments in problem-solving co-creativity strategies.

ReferencesAktaş Kumral, H. & Çam, E. (2023). The effect of coding education with Minecraft EDU on students’ problemsolving skills and their attitudes towards coding. International Journal of Turkish Educational Sciences, 11(20), 1-40.
Andersen, R., & Rustad, M. (2022). Using Minecraft as an educational tool for supporting collaboration as a 21st
century skill. Computers and Education Open, 3, 100094.
Annart, J. (2019). Jeux vidéo et éducation. Ateliers de pédagogie vidéoludique.
Chang, C. S., Chung, C. H., & Chang, J. A. (2020). Influence of problem-based learning games on effective computer
programming learning in higher education. Educational Technology Research and Development, 68, 2615-2634.
European Commission / EACEA / Eurydice (2022),. Informatics education at school in Europe: Eurydice report. Luxembourg:
Publications Office of the European Union.
Hu, L. (2024). Programming and 21st century skill development in K‐12 schools: A multidimensional meta‐analysis.
Journal of Computer Assisted Learning, 40(2), 610-636.
Kurtay, E., & Sober, D. (2022), Coding with Minecraft: The development of middle school students’ computational
thinking. ACM Transactions in Computer Education, 22(2), 21-40
Lai, X., & Wong, G. K. W. (2022). Collaborative versus individual problem solving in computational thinking throughprogramming: A meta‐analysis. British Journal of Educational Technology, 53(1), 150-170.
Lapek, J. (2018). Chapitre 4: Promoting 21st century skills in problem-based learning environments. Research &Scholarship Committee Council on Technology and Engineering Teacher Education, 1, 66-86.
Liu, C. C., Lu, K. H., Wu, L. Y., & Tsai, C. C. (2016). The impact of peer review on creative self-efficacy and learning
performance in Web 2.0 learning activities. Journal of Educational Technology & Society, 19(2), 286-297.
Romero, M., & Vallerand, V. (2016). Co-creative activities for 21st Century Kids. Guide d’activités technocréatives pour lesenfants du 21e siècle.
Silva, J., & Silveira, I. (2020). A systematic review on open educational games for programming learning and teaching.
International Journal of Emerging Technologies in Learning (IJET), 15(9), 156-172.
Sun, D., & Li, Y. (2019). Improving Junior High School Students’ Creativity，Critical Thinking and Learning Attitudein Minecraft Programming，ICGBL2019, 10-24
Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J-M., Morisseau, T., Bourgeois-Bougrine, S., Vinchon, F.,
El Hayek, S., Augereau-Landais, M., Mourey, F., et al. (2023). Creativity, Critical Thinking, Communication, andCollaboration: Assessment, certification, and promotion of 21st century skills for the future of work andeducation. Journal of Intelligence. 11(3), 54. https://doi.org/10.3390/jintelligence11030054

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Multimodal Evidences for Human-Computer Interaction in the
Metaverse-based Serious Game
Xiao-Li Zheng1
Department of Educational Technology, Wenzhou University, Wenzhou 325035, China
E-mail: tilly222@163.com
Zhi-Han Xu2
Shenzhou Subcampus of Zhenhai Middle School, Shaoxing 312499, China
E-mail: 1035498357@qq.com
Feng Wang3
College of Electrical and Electronic Engineering, Wenzhou University, Wenzhou 325035, China
E-mail: wang_fengwf@163.com
Wen-Hua Lai4
Department of Educational Technology, Wenzhou University, Wenzhou 325035, China
E-mail: laiwenhua@126.com
Abstract: With the advent of AI era, programming competence is regarded as one of core literacies. To motivate students
to do coding or programming, serious games for programming education are gradually developed. However, most serious
games for programming education were developed based on 2D environments. In the metaverse era, 3D environments are
required to construct an immersive and enjoyable serious game for gamified programming learning. This study utilized theopen-source version of the SecondLife Metaverse platform, i.e., OpenSimulator, to develop a serious game for Python
programming education, whose gamification elements consist of goals, rules, challenges and tasks, feedback, competition andcooperation, and storytelling context. To investigate the usability and learning effectiveness of the metaverse-based serious
game for programming education, this study selected 30 undergraduates as participants and divided them into 15 dyads tocollaboratively play the serious game. During their playing, this study used Emotive EEG device, screen shooting, facicalexpression capturing , flow experience questionnaire, interview, and etc. to access the multimodal data. Using the activity
theory as the multimodal data analyzing framework, this study found the tensions between players and the game to recognize
the usability of the serious game.

Keywords: Multimodal Evidences, Human-Computer Interaction, Metaverse, Serious game, Activity
TheoryIntroduction
In the conventional learning paradigm, most students usually acquire programming skills from teachers’ direct
instruction or after-class self-study, which might be tedious and difficult for students. In order to make learning
entertained, educational serious games for programming are springing up. As a well-known educational serious game,
CodeCombat also has its own weakness, such as low flexibility, insufficient immersion, boring content design, unclear
learning goals and indefinite game rules. However, with the advent of the Metaverse era, it is possible to improve theflexibility and immersion for players by merging the metaverse environment with educational serious game elements.
Hence, this study utilized the OpenSimulator as the metaverse environment to develop a Python programming gameinvolving bubble sort, selection sort, insertion sort and quick sort, which covers gamification elements such as learning
goals, game rules, challenges and tasks, feedback, competition and cooperation, storytelling contexts and so on. To
improve the usability of a serious game, this study firstly tested the user experience by analyzing the multimodal dataconsisting of EEG, clickstream, facial expression, flow experience questionnaire and interview. According to Zheng
et al. (2020), this study used the activity theory as the qualitatively analyzing framework to recognize the tensions
between subject (players), tools (game) and object (learning contents) during human-computer interactions. In light oftensions during human-computer interactions, this study will refine the metaverse-based serious game. This study
intended to explore such following questions:
RQ1: What was the user experience when students collaboratively played the serious game?
RQ2: Could the serious game satisfy the flow experience of users?

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Research Design & Methods
Development of the Metaverse-based Serious Game

The metaverse-based serious game was developed with reference to the following game playing flowchart as Figure 1.
In this serious game, players assume as a computer engineer to participate in the programming test activity. They are
required to challenge four levels, respectively bubble sort, selection sort, insertion sort, and quick sort. Each level
matches one room which can provide learning resources and testing materials for players. After players finish
experiencing four levels of challenges, they are required to enter into the assessment room to accomplish the test. Ifthey successfully pass the four levels, players successfully finish the serious game. This serious game used the
OpenSimulator-supported LSL script to construct the interactive and visualized demonstration environment for thesorting algorithms, where players can operate the buttons on the console to compare and move the sorting elements.
In the metaverse environment, all procedures for processing sorting algorithm can be simulated, where players can get
feedback from the screen on the meanings of operation steps and its accuracy, helpful for players to master all kindsof sorting algorithms.

Figure 1. Game playing flowchart

The Metaverse-based Serious Game Environments
In this study, the metaverse-based serious game provides such a following storytelling context. In the future world,
human beings never stop exploring the second home. In the year 2123 AD, human beings find the second livable
planet about 50 billion light-years away from the Earth. Herein, mankind decides to select a portion of talents fromaround the world to go first and carry out preliminary construction on the planet. You and your partner have signed
up for the program and are scheduled to undergo an assessment on algorithms and computational thinking. Can you
pass the assessment smoothly and get the ticket to board the spaceship?
Step 1: Enter into the gameThe player inputs ID and password to log into the game. In the game, the player’s birth place is the basement gate ina red rectangle as shown in Figure 2. The player is guided by a robot to enter into the basement and looks for the53

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assessment place.

Figure 2. Game beginning scenario
Step 2: Select the game level
The player enters into the corresponding game level room and interacts with the robot guide. The robot guideinforms the player of the game’s basic background and rules, and then guides the player how to do the next step.
The player controls the role with the guidance of the robot to enter into the transfer device corresponding to thegame level. See Figure 3.

Figure 3. The game level selection scenario
Step 3: Experience the gameThe serious game has four levels of algorithms, respectively bubble sort , selection sort, insertion sort, and quick sort.
Their playing rules are almost consistent. Take the bubble sort game for example as shown in Figure 4. The player
comes into the corresponding game level room by the transfer device in the game level selection place, where theplayer firstly interacts with the room’s robot guide who informs the player of this game level’s related matters. In the
bubble sort game room, the scenario consists of the robot guide, interactive screen, console and fuels to be sorted.
Specifically, the player needs to use the current sorting algorithm to operate the buttons on the console for comparing
and exchanging the unsorted fuels above the screen so that the fuels can be sorted in some sequence in the end.

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Figure 4. The bubble sort game beginning scenario
Step 4: Assess the performance
After the player finishes experiencing the four levels of games, he comes into the performance assessment place by
the transfer device and interacts with the assessment robot. The robot will evaluate the player’s overall performancewith reference to each level’s game playing performance. See Figure 5.

Figure 5. The performance assessment scenario
Step 5: End the gameIf the player performs well, he smoothly passes the assessment, and the entrance of the passage will automatically
open as shown in Figure 6. The player can enter into the spaceship through the passage, which means that the gameis over.

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Differences in Morality and Learning Performance Facilitated by
Virtual Reality Technology
Aya Fujisawa
Kamakura Women’s University, Japan
jtxbb306@yahoo.co.jp
Abstract. This study examined the differences in social skills and learning performance facilitated by virtual reality (VR)cooperative or competitive learning through learning materials utilizing VR technology. Participants entered a laboratory set
up in a virtual space in pairs, consisting of Classroom A, which was arranged in a manner ready for class, and Classroom
B, which was messy and unorganized. Each pair experienced (1) VR cooperative learning and (2) VR competitive learning
in a random order and were then tasked with rearranging Classroom B in a manner similar to Classroom A. Participants
answered questions on group cohesion, the Interpersonal Reactivity Index, and critical thinking attitude pre and postexperiment. Results showed that when participants experienced VR cooperative learning after VR competitive learning , thetime required to clean and arrange the classroom decreased. This finding suggests that the sequence of learning activities
affects learning outcomes and effectiveness.
Keywords: Competitive Learning, Cooperative Learning, Moral Education, Pair, Virtual Reality

Introduction
According to the Organisation for Economic Co-operation and Development (2015), non-cognitive abilities have asignificant impact on the human lifespan, and these are nurtured by moral education. Therefore, the state of moral
education in each country contributes to individuals living happy lives, which is an important theme to examine. In
Japan, moral education classes have to date emphasized the “reading of feelings,” with text reading as the main teaching
method. In fact, compared to other subjects, moral education classes have seen little variation in teaching methods ormaterials development, and information and communications technology (ICT) is not often utilized. However, moral
education in Japan was made a mandatory special subject in 2018. Furthermore, since tablets have been distributed toeach child at school in recent years (under the Global and Innovation Gateway for All school concept), it is now
possible to conduct classes using ICT, in particular, virtual reality (VR) technology.
The use of VR technology in educational settings has been widely established to be enjoyable in itself, thus enhancing
learning motivation (intrinsic motivation) (Bailenson, 2017). In addition, it has been argued that VR experiences are
more effective in promoting empathy than real-life experiences (Cotton, 2021) and that learning through simulations,
simulated experiences, and role-playing can provide a different perspective from conventional learning methods(Fujisawa, 2023a). As related to moral education, several fundamental studies have shown that embodying an avatar ina virtual space facilitates the acquisition of another person's perspective (e.g., Herrera et al., 2018; van Loon et al.,2018). Additionally, in examining moral dilemma discussion (MDD), one of the popular methods of teaching moral
education classes, it was found that experiencing MDD in a virtual space decreases heart rate (predicting non-utilitarian
judgments) (Francis et al., 2016) and increases other-perspective-taking (Fujisawa, 2023b). As for role-playing, anotherpopular method of teaching moral education classes, fantasy, which is one subscale of the Interpersonal Reactivity
Index (IRI) (Davis, 1983), is enhanced when participants embody avatars and play roles in a virtual space (Fujimoto etal., 2023).
In addition to moral education, VR technology is also suitable for collaborative learning (Ademola, 2023). VR-based
cooperative games have been shown to improve social skills in children with high-functioning autism aged 10–14 years
and in native English-speaking children aged 7–11 years (Craig et al., 2016; Ke & Moon, 2018). Fujisawa (2024), who
examined cooperative learning using a giant VR maze with university student pairs, found that group cohesion
increased after cooperative learning, whereas perspective-taking, empathic concern, and objectivity increased
depending on the condition, and there was no difference between the VR/head-mounted display and VR/desktop
conditions in terms of learning completion (being able to escape the maze).
Therefore, this study developed VR collaborative learning materials focusing on moral content (cleaning up aclassroom), which enabled cooperative and competitive learning, and empirically examined their educational effects
regarding morality and learning performance using a VR/desktop.

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Research Design & Methods
Participants and procedure
The study participants were 24 female undergraduate students recruited through an announcement. Prior to theexperiment, a virtual space “ayalab Ready for a lesson!” was developed, in which students could clean up the virtual
classroom. There were two classrooms in the virtual space: Classroom A, which contained all the necessary classroom
equipment (e.g., ball, cleaning tools, blackboard eraser, attendance book, projector) and was in an organized condition(e.g., all curtains open, cleaning locker door closed); Classroom B was 90° away from Classroom A, and its equipment
was not arranged perfectly, some curtains were closed, and cleaning locker doors were still open. The participants wereasked to arrange Classroom B so it was ready for class to begin, referring to Classroom A. In the experiment, theparticipating pairs were randomly assigned to either a cooperative/competitive learning condition (CO/COM
condition), in which VR cooperative learning occurred first, followed by VR competitive learning, or acompetitive/cooperative learning condition (COM/CO condition), in which VR competitive learning occurred first,
followed by VR cooperative learning. In both conditions, the participants took a pretest and were then given a tablet
individually to confirm how to operate it. All participants were asked to use an elementary-school-boy avatar. Trial 1
was then conducted as a cooperative clean-up in pairs under the CO/COM condition, and a clean-up competition
with a pair under the COM/CO condition. After self-reporting the completion of cleaning in Trial 1, the participants
responded to the post-Trial 1 questionnaire. In Trial 2, the participants competed to clean up with a pair in the
CO/COM condition and to clean up cooperatively as a pair in the COM/CO condition. After self-reporting on thecompletion of Trial 2, participants completed the post-Trial 2 questionnaire.

Measurements
The IRI (Davis, 1983): This scale was used to assess multidimensional empathy and consists of 28 items with four
subscales: perspective-taking, fantasy, empathic concern, and distress. Items are rated on a 5-point Likert scale ranging
from “does not describe me well” to “describes me very well.” Higher total scale scores indicate higher levels of
empathy, and higher subscale scores indicate a higher tendency in that dimension.
Critical Thinking Attitude Scale (Kusumi & Hirayama, 2013): This scale was used to measure critical thinking attitude;
it consists of 12 items with four subscales: attitudes toward logical thinking, inquisitiveness, objectivity, and emphasis
on evidence. The α coefficients for each of the levels of interpretation were .83, .63, .80, and .80, respectively.
Group cohesion: Eight items were selected from the 20-item Group Attitude Scale (Evans & Jarvis, 1986) to assess
group cohesion. The response options are “agree” and “disagree.” The higher the score, the less attracted an individual
was to the group. The α coefficient for the eight items was .97.
CodingTime spent cleaning: The time taken from the start of cleaning the classroom's equipment to the end of the selfreported cleanup period was measured.
Number of items forgotten to be put away: The number of items forgotten to be put away was counted after theparticipant's self-report at the end of the clean-up.

Results
The basic statistics of subscales of the IRI, group cohesion, and critical thinking attitude are presented in Tables 1 and2. The average time spent cleaning up at Time 1 was 391.7 (85.0) seconds for the VR/CO condition, and 604.1 (153.9)
seconds for the VR/COM condition. At Time 2, the mean time spent cleaning up was 356.8 (82.4) seconds for the
VR/CO condition and 231.5 (67.0) seconds for the VR/COM condition. The mean number of items forgotten to be
put away at Time 1 was 1.0 (1.6) for the VR/CO condition and 1.6 (2.4) for the VR/COM condition. The mean
number of items forgotten at Time 2 was 0.3 (0.7) for the VR/CO condition, and 0 (0) for the VR/COM condition.
Corresponding t-tests were conducted for time of survey (Trials 1 and 2) under experimental conditions (VRCO/COM
and VRCOM/CO) with respect to the time spent cleaning and the number of items forgotten to clean. The results
showed no significant differences between the VRCO/COM conditions. However, in the VRCOM/CO condition,
the time required to clean up was significantly different (t(11) = 10.0, p = .001). Regarding the number of items
forgotten to be put away, the VRCOM/CO condition showed a significant trend (t(11) = 2.1, p = .06), suggesting thatthe condition in which participants experienced cooperative VR learning after competitive VR learning may havedecreased the number of items forgotten to put away.
A two-factor analysis of variance (ANOVA) was conducted for each subscale of group cohesion, critical thinking
attitude (attitude toward logical thinking, inquisitiveness, objectivity, and emphasis on evidence), and IRI (perspectivetaking, fantasy, empathic concern, and distress) based on time of survey (pre- and post-Trial 1) and experimental
conditions (VRCO/COM and VRCOM/CO). The results showed a significant trend for the main effect of time of57

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survey on attitudes toward logical thinking with respect to critical thinking attitudes (F(1, 22) = 3.0, p < .10, η2 = .12).
Scores were higher at post-Trial 1 than at pretest. For IRI, the main effects of time of survey and experimental
condition concerning fantasy and time of survey regarding empathic concern were significant (time of survey in fantasy:
F(1, 22) = 4.7, p = .04, η2 = .18; condition of fantasy: F(1, 22) = 5.3, p = .03, η2 = .20; time of survey in empathic
concern: F(1, 21) = 3.4, p = .08, η2 = .14). Fantasy scores were higher at post-Trial 1 than at pretest. The empathic
concern score was lower at post-Trial 1 than at pretest. There were no significant differences in group cohesiveness.
To examine Trial 2, I conducted a two-factor ANOVA for each subscale of group cohesion, critical thinking attitude(attitude toward logical thinking, inquisitiveness, objectivity, and emphasis on evidence), and IRI (perspective-taking,fantasy, empathic concern, and distress) in terms of time of survey (post-Trial 1 and post-Trial 2) and experimental
condition (VRCO/COM and VRCOM/CO). The ANOVA results for the two factors showed that the main effect oftime of survey on critical thinking attitudes was significant (F(1, 22) = 7.0, p = .02, η2 = .24). Scores were higher after
Trial 2 than after Trial 1. For IRI, there were significant main effects of the experimental condition of fantasy and timeof survey for empathic concern (fantasy: F(1, 22) = 5.5, p = .03, η2 = .20; empathic concern: F(1, 21) = 25.2, p < .001,
η2 = .55). Empathic concern score was lower after Trial 2 than after Trial 1. There was a significant interaction between
time of survey and experimental condition of distress (F(1, 22) = 7.2, p = .02, η2 = .25), with a decrease after Trial 2
in the VRCO/COM condition and an increase in the VRCOM/CO condition. There were no significant differencesin group cohesion.

Table 1
Basic statistics of subscales of Critical Thinking Attitude
Condition

Pretest
After
Trial 1
After
Trial 2

CO/COM
COM/CO
CO/COM
COM/CO
CO/COM
COM/CO

Attitude toward
logical thinking
M
SD
11.8
3.0
10.6
2.8
12.3
2.3
11.3
3.2
11.9
2.4
11.7
2.7

Inquisitiven
ess
M
SD
12.3
1.9
12.7
2.1
12.3
1.8
12.7
2.4
13.2
1.5
13.3
1.8

Objectivity
M
12.6
12.8
13.3
12.9
13.3
13.2

SD
2.3
2.6
2.0
2.6
2.2
2.3

Emphasison evidence
M
SD
12.1
1.8
12.0
2.7
11.6
1.8
12.3
2.3
11.6
2.5
12.7
2.5

Table 2
Basic statistics of IRI and group cohesion
Condition

PretestAfter
Trial 1
After
Trial 2

CO/COM
COM/CO
CO/COM
COM/CO
CO/COM
COM/CO

Perspectivetaking
M
SD
22.1
3.4
21.9
3.9
22.7
2.3
22.6
4.1
22.5
2.8
22.8
4.2

Fantasy
M
20.9
23.9
21.3
24.8
21.0
24.7

SD
3.4
3.8
3.4
3.7
3.5
4.8

Empathic
concern
M
SD
18.9
2.4
18.4
1.4
18.0
2.4
18.0
1.0
20.9
3.9
21.6
2.1

Distress
M
21.1
21.8
19.9
21.7
20.7
21.0

SD
3.7
3.8
3.8
4.6
3.7
5.2

Group
cohesion
M
SD
33.5
8.8
35.5
5.6
34.2
6.8
35.1
7.3
33.8
6.7
36.6
5.2

Discussion
This study examined the differences in morality and learning performance fostered by cooperative and competitive
learning using VR technology.
According to the results, the time required to clean up after the VR cooperative learning experience was the same asthat required to clean up after the VR competitive learning experience. However, the results suggest that the numberof forgotten pieces decreased in the condition in which participants experienced VR cooperative learning after theyexperienced VR competitive learning. These results suggest that when VR competitive and cooperative learning areincorporated, the learning performance may be enhanced when VR competitive learning is experienced first.
Group cohesion was not related to VR cooperative or competitive learning in either Trial 1 or 2. On the other hand,regarding IRI, fantasy increased and empathic concern decreased after Trial 1 in both VR cooperative and competitive
learning. It is possible that because of the first learning session, the participants learned the new task imaginally. It isalso possible that the participants were so focused on the new task that they did not have time to consider the otherparticipant pairs. Regarding the attitude toward critical thinking, the attitude toward logical thinking increased after58

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Trial 1, suggesting that the participants were thinking more. After Trial 2, the inquisitiveness of the critical thinking
attitude increased, suggesting that the participants were more motivated, even though it was their second time learning.
Regarding the IRI, empathic concern decreased after both trials. Distress decreased in the condition in which
competitive learning was experienced after cooperative learning and increased in the condition in which cooperative
learning was experienced after competitive learning, suggesting that cooperative learning first may cause less distress.

Conclusion
The present study not only compared the differences between VR cooperative and competitive learning but also
examined these learning sequences from the perspective of learning performance and morality. These results suggest
differences in these learning sequences. Therefore, it was considered crucial to examine not only the learning methods
but also the order in which they were used. The results suggest the possibility that this VR learning material can beused in moral education classes by setting an appropriate learning sequence. However, the number of participants inthis study was small, and there is room for further research on the reproducibility of the results.
Acknowledgments
The research was supported by the Foundation for the Open University of Japan for the year 2023.
References
Ademola, R. (2023). Impact of virtual learning environments on student achievement. Journal of Education Review
Provision, 1(3), 53–58. https://doi.org/10.55885/jerp.v1i3.195
Bailenson, J. (2017). Experience on demand: What virtual reality is, how it works, and what it can do. Norton & Company.
Cotton, M. (2021). Virtual reality, empathy, and ethics. Springer Verlag.
Craig, A. B., Brown, E. R., Upright, J., & DeRosier, M. E. (2016). Enhancing children’s social-emotional functioning
through virtual game-based delivery of social skills training. Journal of Child and Family Studies, 25(3), 959–968.
https://doi.org/10.1007/s10826-015-0274-8
Davis, M. H. (1983). Measuring individual differences in empathy: Evidence for a multidimensional approach. Journalof Personality and Social Psychology, 44(1), 113–126. https://doi.org/10.1037/0022-3514.44.1.113
Evans, N. J., & Jarvis, P. A. (1986). The Group Attitude Scale: A measure of attraction to group. Small Group Behavior,
17(2), 203–216. https://doi.org/10.1177/104649648601700205
Francis, K. B., Howard, C., Howard, I. S., Gummerum, M., Ganis, G., Anderson, G., & Terbeck, S. (2016). Virtual
morality: Transitioning from moral judgment to moral action? PLoS ONE, 11(10), e0164374.
https://doi.org/10.1371/journal.pone.0164374
Fujimoto. K., Fujisawa, A., & Murota, M. (2023). A study of the effects of role-playing on empathy in a virtual reality
environment. Proceedings of the 2023 Fall National Conference of the Japan Society for Educational Technology (pp. 239－240) (In Japanese)
Fujisawa, A. (2023a). Use of virtual reality for morality classes in Japan. The Japanese Journal of Educational Practices on
Moral Development, 16, 1–6．
Fujisawa, A. (2023b). Comparing online and virtual reality moral dilemma discussion. In C. Pracana, & M. Wang,(Eds.), Psychological applications and trends 2023 (pp. 502–506). inScience Press.
Fujisawa, A. (2024). Examining educational effects of cooperative learning using a giant maze in virtual reality. In C.
Pracana, & M. Wang, (Eds.), Psychological Applications and Trends 2024 (pp. 557-561). inScience Press.
Herrera, F., Bailenson, J., Weisz, E., Ogle, E., & Zak, J. (2018). Building long-term empathy: A large-scale comparisonof traditional and virtual reality perspective-taking. PLoS ONE, 13(10), e0204494.
https://doi.org/10.1371/journal.pone.0204494
Ke, F., & Moon, J. (2018). Virtual collaborative gaming as social skills training for high-functioning autistic children.
British Journal of Educational Technology, 49(4), 728–741. https://doi.org/10.1111/bjet.12626.
Kusumi, T. & Hirayama, R. (2013). Structure of risk literacy for food-related risk perception: Underlying criticalthinking and scientific literacy. Japanese Journal of Risk Analysis, 23(3), 165–172. (In Japanese)
Organisation for Economic Co-operation and Development. (2015). Skills for social progress: The power of social and emotional
skills (Japanese language edition). Paris and Akashi Shoten Co., Ltd.
van Loon, A., Bailenson, J., Zaki, J., Bostick, J., & Willer, R. (2018). Virtual reality perspective-taking increases cognitive
empathy for specific others. PLoS ONE, 13(8), e0202442. https://doi.org/10.1371/journal.pone.0202442

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Utilizing Digital Twins in the Design and Development of XR
Content for ESD
Yuseon Jeong
Chonnam National University, Republic of Korea
217943@jnu.ac.kr
Suhyun Ki
Chonnam National University, Republic of Korea
s.h.ki@jnu.ac.kr
Hongyu Xiang
Chonnam National University, Republic of Korea
xhy603239121@gmail.com
Jeeheon Ryu
Chonnam National University, Republic of Korea
jeeheon@jnu.ac.kr

Abstract This study explores the integration of Extended Reality (XR) and Digital Twin technologies into Education for

Sustainable Development (ESD) to enhance climate education. Creating immersive, interactive experiences using real-world data aims toincrease student engagement and deepen understanding of complex environmental issues. The research focuses on designing and developing
XR and Digital Twin-based instructional content that simulates real-world scenarios and visualizes dynamic data. This approach is
expected to foster critical thinking and problem-solving skills. An expert evaluation with five professionals assesses the content's
educational effectiveness, refining it based on feedback. The findings suggest that XR and Digital Twin technologies can significantly
enhance ESD by providing engaging, effective learning environments and preparing students to address global sustainability challenges.
This research highlights the transformative potential of advanced technologies in ESD, offering novel ways to engage learners and apply
knowledge in real-world contexts.

Keywords: Extended Reality (XR), Digital Twin Technology, Education for Sustainable Development(ESD), Immersive Learning, Usability Evaluation

Introduction
Education for Sustainable Development (ESD) has emerged as a critical component of the global educational agenda,
aiming to equip learners with the knowledge, skills, values, and agency necessary to address interconnected global
challenges such as climate change, biodiversity loss, unsustainable resource use, and social inequality (UNESCO, 2024).
Integrating ESD into the K-12 curriculum involves embedding key sustainability concepts across various subjects,
including mathematics, science, English, and social studies (Zguir, Dubis, & Koç, 2021). This interdisciplinary
approach allows students to understand the delicate balance between human activities and the natural world, promoting
a holistic understanding of sustainability.
In South Korea, the government has actively promoted ecological transition education by amending the Basic
Education Act to include ESD principles across all subjects (Min, 2023). This initiative encourages experiential andhands-on learning activities that connect students to real-life applications, enhancing their engagement and competence
in climate response and ESD principles.
To effectively promote ESD goals, students must engage in self-regulated and self-directed learning, developing
applicable knowledge and problem-solving skills in real-world contexts (Riess et al., 2022). This approach roots learningin authentic research questions and real-world applications, particularly relevant for addressing urgent global crises
such as climate change.
Local and global climate data has never been more accessible, making climate change literacy and numeracy critical forachieving cross-disciplinary educational objectives (Prazian & Prykhodko, 2023). Digital Twin technology, which
involves creating virtual replicas of physical entities and synchronizing real-world data with these models, offers
significant potential for enhancing ESD. This technology enables real-time reciprocal reflection of information
between the real and virtual worlds, facilitating data-driven inquiry and experiential learning (Kuehner, Scheer, &Strassburger, 2021).
When combined with Extended Reality (XR) technologies, Digital Twins provide immersive, multisensory learning
experiences that can enhance cognitive and emotional engagement (Reiners et al., 2021). By receiving real-worldinformation in an XR environment, learners can better understand complex environmental issues and develop criticalthinking and problem-solving skills.

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This study aims to explore the integration of Digital Twin and XR technologies into ESD instructional content for theK-12 curriculum. The research focuses on designing and developing XR and Digital Twin-based content that simulates
real-world environmental scenarios and visualizes dynamic data, enhancing students' understanding of climate change
impacts. The study includes an evaluation involving five experts to assess the educational effectiveness of thedeveloped content and refine it based on expert feedback.
This research is guided by the following questions:
RQ1: What considerations are involved in the design and development of ESD content integrating Digital Twin and
XR technologies?
RQ2: How does the process of designing and developing ESD content for climate change education using thesetechnologies unfold?
RQ3: How do experts evaluate the educational effectiveness of XR and Digital Twin-enhanced ESD content?
By addressing these questions, this research aims to demonstrate the potential of advanced technologies to transform
ESD, providing engaging and effective learning environments that prepare students to address global sustainability
challenges.

Research Design & Methods
This study employed the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) developed by
Dick and Carey (Dick, & Carey, 1978) to design and develop ESD content integrating Digital Twin and XR
technologies.
Analysis: The initial phase involved a comprehensive analysis of ESD content requirements, targeting students andintegrating ESD principles into the curriculum standards of various subjects. The analysis underscored the necessityof employing digital twin technology to access real-world data and augmented reality technology to provide immersive
experiences of real-world phenomena within virtual environments. This phase aimed to identify the specificeducational needs and gaps in the current curriculum related to climate change education.
Design: During the design phase, the objectives for the ESD content were delineated. The primary objective was toenable students to identify regions in South Korea where carbon neutrality is not effectively achieved, thereby gaining
insights into the concept and practical strategies for achieving carbon neutrality through data-driven investigative
activities. The design process adhered to the PPDAC (Problem-Plan-Data-Analysis-Conclusion) model, a structured
framework widely used for data-driven learning and statistical reasoning. This model facilitated the design of
instructional activities that promote critical thinking and problem-solving skills.
Development: The development phase entailed the creation of the XR educational content using Unity, a versatilecross-platform game engine, to construct interactive 3D environments. Real-time carbon emissions and absorption
data were stored and managed using Google Sheets, which were dynamically integrated into the XR environment via
Unity Web Request. Photon, a multiplayer networking framework, enabled remote and collaborative learning
experiences. The content was designed to be accessed through Microsoft HoloLens2 headsets, offering an untethered
extended reality experience. The XR environment allowed students to explore and analyze regional carbon emissions
and absorption data, providing an engaging, hands-on learning experience.
Implementation: In the implementation phase, the developed XR content was deployed to the participants, whointeracted with the content using HoloLens2 headsets. Training sessions were conducted to ensure the participants
were proficient in using the XR technology. This phase was crucial for testing the effectiveness of the educational
content in a real-world setting.
Evaluation: The evaluation phase incorporated both formative and summative assessments. Formative assessments
included continuous feedback from five experts in environmental science, technology, and education throughout thedevelopment and implementation phases. These experts, selected for their extensive knowledge and experience,
provided valuable insights into the content’s educational effectiveness. Summative assessments involved expert reviews
to evaluate the overall impact of the XR content on educational outcomes. The expert panel’s feedback highlighted
various strengths and areas for improvement.

Results
Analysis: The analysis phase identified a significant need for enhancing climate change education in response toincreasing greenhouse gas emissions. The South Korean government’s '2050 Carbon Neutrality' initiative andmandatory ecological transition education underscore the importance of integrating real-world phenomena and data
into the curriculum. The ESD content developed for high school students (K10-12) in South Korea was designed toalign with Social Studies, Common Science, and Earth Science curricular standards.
Design: The content was designed to help students identify regions in South Korea where carbon neutrality efforts
were insufficient. Utilizing the PPDAC cycle, the instructional design focused on enabling students to develop practicalstrategies for achieving carbon neutrality through data-driven inquiry and analysis.
Development: The primary development tool was Unity, which facilitated the creation of the user interface and XR

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interactions. Real-time carbon emissions and absorption data were managed using Google Sheets and dynamicallyintegrated into the XR environment. Photon was used to support remote collaboration among learners. The ESD
content featured data maps, pop-up windows, and interactive elements to visualize data and provide instructional
guidance. This structure enabled students to understand regional carbon emissions and develop strategies for achievingcarbon neutrality.
Implementation & Evaluation: The implementation involved deploying the XR content and conducting participant
training sessions. The evaluation phase featured independent expert reviews to assess the content’s educational
effectiveness. The expert panel highlighted strengths such as enhanced data literacy, the ability to simulate real-world
phenomena in virtual environments, and an improved understanding of regional carbon emissions. Areas for
improvement included clarifying the real-time application of data, incorporating the latest simulation data, enhancing
real-time integration with actual objects, validating and expanding the content to address current social issues, andproviding intermediate learning steps to facilitate problem-solving.

Discussion
This study investigated the integration of Digital Twin and Extended Reality (XR) technologies into Education for
Sustainable Development (ESD) to enhance climate education. The primary objective was to develop immersive andinteractive educational experiences that leverage real-world data to increase student engagement and improve theunderstanding of complex environmental issues. The evaluation conducted with five experts provided valuable insights
into the effectiveness and potential of this innovative approach.
The findings from this study highlight several key points. First, combining XR’s immersive nature and the real-timedata provided by Digital Twin technology significantly enhanced student engagement. Participants reported that theinteractive and multisensory experiences made learning more enjoyable and meaningful. Engaging with real-world data
in a virtual environment facilitated a deeper understanding of environmental issues, with students demonstrating
improved critical thinking and problem-solving skills. Experts in education and technology provided positive feedbackon the developed content, recognizing its potential to enhance ESD significantly. They recommended incorporating
the most current data and expanding content to cover additional sustainability topics for greater impact and relevance(Laurie et al., 2016; Riess et al., 2022).
Integrating Digital Twin and XR technologies into ESD offers several educational benefits. Immersive technologies
can significantly enhance student engagement and motivation, making learning more interactive and enjoyable (BuceaManea-Țoniș et al., 2020; Reiners et al., 2021). Utilizing real-world data allows students to apply theoretical knowledge
to practical scenarios, thereby developing practical skills and a deeper understanding (Madni, Madni, & Lucero, 2019).
The data-driven approach also encourages critical thinking and problem-solving, fostering important 21st-century skills(Padmanabhan & Singh, 2016; Hopkinson & James, 2010).
However, the study has limitations. The expert panel size of five is relatively small, limiting the generalizability of thefindings. Future research should include larger and more diverse samples to validate the results. Additionally, this study
focused primarily on climate change education. Future research should explore the integration of these technologies
across a broader range of ESD topics and educational contexts. The need for continuously updated data was also
highlighted, indicating the importance of maintaining the relevance and impact of the content (Zhou, 2023).
Future research should aim to expand the scope of content to include more sustainability topics and apply thesetechnologies in different educational settings to explore their versatility and scalability. Longitudinal studies are needed
to assess the long-term impact of Digital Twin and XR technologies on students' knowledge, skills, and attitudes
toward sustainability. Enhancing the interactivity and real-time data integration features will provide a richer and moreengaging learning experience.

Conclusion
This study demonstrated the potential of integrating Digital Twin and Extended Reality (XR) technologies into
Education for Sustainable Development (ESD) to create engaging, data-driven educational experiences. Using realworld data in an immersive virtual environment enhanced students' understanding of complex environmental issues
and improved their critical thinking and problem-solving skills. The findings underscore the effectiveness of theseadvanced technologies in increasing student engagement and motivation in learning about sustainability.
This research's key contributions include highlighting an innovative approach to ESD by combining advanced
technologies to create interactive and immersive learning environments. The study provides practical insights foreducators and curriculum developers on integrating these technologies into their teaching practices to enhance learning
outcomes. Integrating Digital Twin and XR technologies into ESD represents a significant advancement in leveraging
technology to address global sustainability challenges. These technologies can be crucial in preparing students to tackle
complex environmental issues effectively by continuously refining and expanding this approach and providing
adequate support for educators.
In conclusion, this study demonstrates the significant potential of Digital Twin and XR technologies to transform ESD
by creating engaging, immersive, and data-driven learning environments. Future research should focus on expanding
the scope and content of these technologies, conducting longitudinal studies, and enhancing interactivity to maximize

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their educational impact. This approach not only enhances student engagement and understanding but also prepares
them to address the pressing sustainability challenges of the future.

References
Bucea-Manea-Țoniș, R., Simion, V. E., Ilic, D., Braicu, C., & Manea, N. (2020). Sustainability in higher education: The
relationship between work-life balance and XR e-learning facilities. Sustainability, 12(14), 5872.
https://doi.org/10.3390/su12145872
Bucchiarone, A. (2022). Gamification and virtual reality for digital twins learning and training: Architecture andchallenges. Virtual Reality & Intelligent Hardware, 4(6), 471-486. https://doi.org/10.1016/j.vrih.2022.09.006
Dick, W., & Carey, L. M. (1978). The systematic design of instruction. Glenview, IL: Scott, Foresman.
Grieves, M., & Vickers, J. (2017). Digital twin: Mitigating unpredictable, undesirable emergent behavior in complex
systems. In F.-J. Kahlen, S. Flumerfelt, & A. Alves (Eds.), Transdisciplinary perspectives on complex systems: New findings
and approaches (pp. 85-113). Springer. https://doi.org/10.1007/978-3-319-38756-7_4
Hopkinson, P., & James, P. (2010). Practical pedagogy for embedding ESD in science, technology, engineering andmathematics curricula. International Journal of Sustainability in Higher Education, 11(4), 365-379.
https://doi.org/10.1108/14676371011077564
Kuehner, K. J., Scheer, R., & Strassburger, S. (2021). Digital twin: Finding common ground – a meta-review. Procedia
CIRP, 104, 1227-1232. https://doi.org/10.1016/j.procir.2021.11.206
Laurie, R., Nonoyama-Tarumi, Y., McKeown, R., & Hopkins, C. (2016). Contributions of education for sustainable
development (ESD) to quality education: A synthesis of research. Journal of Education for Sustainable Development,
10(2), 226-242. https://doi.org/10.1177/0973408216661442
Madni, A. M., Madni, C. C., & Lucero, S. D. (2019). Leveraging digital twin technology in model-based systems
engineering. Systems, 7(1), 1-13. https://doi.org/10.3390/systems7010007
Min, Y. (2023). KOFAC Issue paper 2022-7. Korea Foundation for the Advancement of Science & Creativity, Seoul.
Padmanabhan, J., & Singh, S. P. (2016). Integrated approach to ESD towards enhancing knowledge on sustainable
development. World Scientific News, 26, 50-60.
Prazian, M. V., & Prykhodko, V. M. (2023). High-quality education for better sustainability and resiliency. In IOP
Conference Series: Earth and Environmental Science, 1254, 012031. IOP Publishing. https://doi.org/10.1088/17551315/1254/1/012031
Reiners, D., Davahli, M. R., Karwowski, W., & Cruz-Neira, C. (2021). The combination of artificial intelligence andextendedreality:A
systematic
review.
Frontiers
in
VirtualReality,2,721933.
https://doi.org/10.3389/frvir.2021.721933
Riess, W., Martin, M., Mischo, C., Kotthoff, H. G., & Waltner, E. M. (2022). How can education for sustainable
development (ESD) be effectively implemented in teaching and learning? An analysis of educational science
recommendations of methods and procedures to promote ESD goals. Sustainability, 14(7), 3708.
https://doi.org/10.3390/su14073708
UNESCO. (2024). Education for sustainable development. Retrieved from https://www.unesco.org/en/educationsustainable-development/need-know
Wild, C. J., & Pfannkuch, M. (1999). Statistical thinking in empirical enquiry. International Statistical Review, 67(3), 223248. https://doi.org/10.2307/1403271
Zguir, M. F., Dubis, S., & Koç, M. (2021). Embedding education for sustainable development (ESD) and SDGs values
in curriculum: A comparative review on Qatar, Singapore and New Zealand. Journal of Cleaner Production, 319,
128534. https://doi.org/10.1016/j.jclepro.2021.128534
Zhou, Y. (2023). Worldwide carbon neutrality transition? Energy efficiency, renewable, carbon trading and advancedenergy policies. Energy Reviews, 2(2), 100026. https://doi.org/10.1016/j.enrev.2023.100026

Acknowledgments
This study was funded by the Institute of Information & Communications Technology Planning & Evaluation (IITP)
grant funded by the Korea government (MSIT) (NO.2022-0-00137, XR User Interaction Evaluation and Employing
Its Technology).

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Enhancing Evaluation Framework for XR-Based Education andTraining1
Ju-yeon, Park
Duksung Women's University, Republic of Korea
juyeonpark@duksung.ac.kr
Heejeon, Suh
Tongmyong University, Republic of Korea
suh@tu.ac.kr
Namsu, Park
Sahmyook University, Republic of Korea
nspark@syu.ac.kr
Abstract.
In the current landscape where XR technology is being increasingly integrated into education and training programs,
evaluating their effectiveness becomes paramount. This study delves into the crucial area of evaluating XR-utilized educationand training programs, focusing on delineating what aspects should be evaluated and how. Drawing from a comprehensive
literature review, we initially crafted a preliminary draft of evaluation domains for XR-based education, which underwent
refinement through expert reviews, culminating in the finalization of the XR-based education and training evaluation
framework. Our research identified four primary domains within this framework: evaluation purposes, methods, contents,
and techniques. Evaluation purposes were bifurcated into assessing the education and training process itself and gauging its
outcomes. Evaluation methods encompassed bio-data measurement, AI technology utilization, activity assessment, and stealthevaluation. Evaluation contents were further categorized into assessing knowledge, social, emotional, and performance
dimensions, along with evaluating the quality of learner experiences and their problem-solving abilities in tasks. Evaluation
techniques included personalized assessment leveraging artificial intelligence, emotion analysis through affective computing,and data collection and analysis via sensor-based performance assessment. These findings not only provide a structured
framework for evaluating XR-based education and training programs but also serve as a foundational guide for stakeholders
seeking to measure their effectiveness.

Keywords: XR(eXtended Reality), Evaluation Framework, XR-Based Learning

Introduction
In recent years, XR (Extended Reality) technologies, encompassing Virtual Reality (VR), Augmented Reality (AR), andMixed Reality (MR), have garnered attention as innovative tools in the field of education and training. XR technologies
provide immersive learning environments that enhance learner engagement, visualize complex concepts, and afford
experiences akin to real-world scenarios(Johnson-Glenberg, 2017, Kim, 2021). Concurrently, efforts to integrate XR
into educational and training programs have escalated, underscoring the critical need to assess their efficacy(Choi etal., 2022, Lim et al., 2022).
The rationale for establishing an evaluation framework when designing and producing XR-based educational andtraining programs is underpinned by several scholarly considerations. Firstly, such a framework offers criteria forsystematically measuring program effectiveness. Evaluating effectiveness is essential for assessing growth acrosscognitive, affective, and psychomotor domains of learning (Ormell, 1974), thereby substantiating the extent to which
XR education and training effectively achieve diverse learning objectives. Secondly, an evaluation framework plays apivotal role in delivering ongoing feedback to learners. Continuous feedback enhances understanding, fosters learning
motivation, and promotes self-directed learning (Black & Wiliam, 1998). Within XR education and training contexts,
evaluation provides opportunities to optimize the learning process by delivering real-time feedback to learners. Thirdly,
an evaluation framework can contribute to personalizing the learning experience. Tailoring educational content tomatch learner achievements and learning styles proves effective; thus, evaluation within XR education and training can

1This work was supported by Institute of Information and communications Technology Planning and Evaluation(IITP) grant funded by the Korea government (MSIT) (No.2022-0-00137, XR User Interaction Evaluation and
Employing Its Technology)64

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maximize individual learning outcomes by offering customized learning paths aligned with each learner's proficiency
and requirements (Ryan & Deci, 2000).
Therefore, establishing a rigorous evaluation framework is imperative during the planning and development phases of
XR-based educational and training programs. This study seeks to explore pivotal facets in evaluating XR-based
education and training programs from an academic standpoint, aiming to propose a comprehensive evaluation
framework encompassing objectives, methodologies, content, and techniques. Through systematic literature review,
initial framework drafting, and expert validation, the finalized framework will provide valuable guidelines tostakeholders seeking to methodically measure the effectiveness of XR-based education and training programs.

Research Design & Methods
Procedure and method. The research process for developing an evaluation framework for XR-based education andtraining proceeded in three stages. Firstly, an analysis of prior studies and exploration of evaluation cases in XR-based
education were conducted, followed by a literature review focused on evaluation, resulting in the initial draft of the
XR-based education evaluation framework. Secondly, expert reviews were conducted on the developed XR-based
education evaluation framework to derive modifications and enhancements. Particularly, experts emphasized clarifying
the scope between subdomains rather than overarching domains. Thirdly, based on these inputs, the research team
finalized the XR-based education evaluation framework through team meetings. The research identified four main
domains of the XR-utilized education and training evaluation framework: evaluation purposes, methods, contents, andtechniques. The XR-utilized education and training evaluation framework developed in this study is illustrated in thefollowing Figure 1.
Figure 1
Evaluation Framework for XR-Based Education and Training

Results

When planning and developing XR-based education and training programs, the evaluation domains to consider include
four areas: evaluation purposes, evaluation methods, evaluation contents, and evaluation techniques. The detailed items
within each domain are as follows.
1. Evaluation Purposes
In XR-based education, it is essential to clearly define the purpose of evaluation. Evaluation purposes can be broadly
categorized into two dimensions. Firstly, evaluation aims to gauge the extent of achieving educational objectives,
serving as indicators of educational outcomes. The purpose of evaluation establishes the definition of evaluation
content and methods, forming the foundational premise for selecting evaluation technologies. Therefore, in XR-based
education, it is crucial to consistently articulate and clarify evaluation purposes from the planning stages of instruction.
Firstly, evaluation of the educational and training process focuses on learners' experiences within XR classes. Processevaluation occurs during XR classes. Secondly, evaluation of educational and training outcomes centers on the effects

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generated by XR education. Outcome evaluation takes place after the conclusion of XR classes. It is imperative toclearly define these evaluation purposes.
2. Evaluation Methods
The evaluation methods in XR-based education can take various forms. These methods vary depending on the levelof content planning and the technological feasibility for implementation. Evaluation methods should be selected
appropriately based on the content and technological readiness. Moreover, evaluation methods can be singularly usedor mixed with various approaches. Firstly, evaluation through the utilization of biometric sensors involves collecting
data generated by various biometric sensors used in XR classroom environments and evaluating them for assessment
purposes. Secondly, evaluation methods utilizing AI technologies involve developing models that predict elements
used to assess learners using AI technologies and evaluating these predictions with actual data. Thirdly, activity
assessment methods encompass evaluating tasks performed by learners in XR classrooms, including assessments ofinteractions with objects within the XR environment. Essentially, this involves assessing activities conducted during
XR sessions. Fourthly, stealth assessment methods refer to covert evaluation techniques where learners are assessed
without their awareness. These evaluations are based on learners' natural behaviors and performance capabilities,
enabling the collection and processing of data to infer learners' proficiency levels and provide feedback throughout
the learning process.
3. Evaluation Contents
Evaluation content in XR-based education varies based on the direction of instructors or educational institutions andthe level of technological implementation. Firstly, assessments of learners' knowledge, social-emotional aspects, andperformance functions in XR-based education can involve quizzes and exams to gauge theoretical understanding of
the learning content covered in XR-based education. Additionally, evaluations can assess factors such as the degree oflearner engagement and interest, self-efficacy, and participation in XR-based education, including collaborative aspects
and active feedback in group settings. If the primary focus of XR-based education involves mastery of specific skills,
evaluations can also assess performance capabilities through the use of XR tools or platforms. Secondly, assessmentsof the quality of learners' experiences encompass evaluating various dimensions of experiences occurring during thelearning process in XR-based education. The quality of experience (QoE) includes the overall service experience,
including pleasure and discomfort felt by learners throughout their interactions with XR-based educational
technologies. This assessment is subjective and objective, measuring how learners perceive or experience interactions
with XR technologies and defining QoE through self-report surveys and metrics to evaluate technical quality. Thirdly,assessments of learners' problem-solving abilities in tasks evaluate the extent to which learners apply XR technologies
to perform projects or practical exercises. Problem-solving abilities extend beyond basic performance functions andmay include creativity and technical skills, potentially resulting in evaluated scores. Systematically organizing theprocess of resolving project-based tasks or showcasing them in portfolios can serve as tools for evaluating the problemsolving process.
4. Evaluation Technologies
In XR-based education, diverse technologies are required depending on the evaluation content. Firstly, for knowledge
acquisition assessment, personalized evaluation using artificial intelligence involves leveraging learner data to gauge
their learning levels. This includes collecting data on learner-related variables such as age, education level, learning
styles, as well as logs of learning activities, study time, learning media, and volume. Analyzing these learning experiences
necessitates big data-driven technologies for predicting learning outcomes and recommending optimized learning
paths. Secondly, for socio-emotional assessment, emotion analysis based on affective computing includes technologies
for facial expression recognition analysis, sentiment analysis through text mining, emotion analysis via speech
recognition, and emotion analysis based on biometric identification during learning using wearable devices. Thirdly,
biometric technologies for gaze tracking, heart rate monitoring, and skin conductance responses can be employed. For
activity assessment, technologies involve collecting and analyzing data through sensors to assess performance basedon established criteria and various data collection methods.

Discussion and Conclusion
This study proposes a systematic evaluation framework for assessing the effectiveness of education and training
programs utilizing XR technology. Based on the research findings, the following conclusions can be drawn: Firstly,
clearly defined evaluation objectives and methods are essential for evaluating the effectiveness of XR-based educationand training programs. The utilization of advanced technologies such as biometric data measurement serves as a criticalcomponent of these evaluations. Secondly, evaluation content should comprehensively assess learning outcomes not
only in terms of knowledge transfer but also across social, emotional, and performance dimensions. Evaluating thequality of learner experiences and their problem-solving abilities is integral to this multifaceted approach. Thirdly,
personalized assessment technologies utilizing XR can propose tailored learning paths based on individual learnercharacteristics and needs, thereby contributing to maximizing learning outcomes. These research findings provide

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practical guidelines for the application of XR technology in the field of education and training, serving as foundational
data crucial for future research and industrial applications.
While this study proposes an evaluation framework for education and training programs utilizing XR technology,
several limitations should be considered: Firstly, continuous updates and developments are necessary to reflect thelatest technologies and trends. Further research and expansion are needed to explore new evaluation criteria andmethodologies alongside the advancement of XR technology. Secondly, this study focused on specific learning
contexts and technological environments, necessitating more in-depth research into the applicability across diverse
educational fields and environments. Exploring detailed application strategies and measurement metrics tailored toeach field's characteristics is essential. Thirdly, empirical studies are required to investigate the specific applicability andeffective implementation strategies of the proposed evaluation framework. Exploring various challenges and solutions
that may arise in the actual educational settings is crucial. Recognizing these limitations and overcoming them willcontribute to the development of sustainable methodologies for effectively utilizing XR technology through deeper
analysis and practical application in future research.

References
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education. Principles, Policy &Practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102
Choi, S., Lee, J., & Shin, Y. (2022). Applications and effects of XR in education for XR contents design. Journal of
Digital Contents Society, 23(9), 1757-1766. https://doi.org/10.9728/dcs.2022.23.9.1757
Johnson-Glenberg, M. C. (2017). Embodied education in mixed and mediated realties. In Virtual, augmented, and mixed
realities in education (pp. 193-217). Springer, Singapore.
Kim, H. Y. (2021). A Study on the Interaction of Extended Reality through Analysis of Extended Augmented Reality
Art. Cartoon Animation Research, 64, 643-672. https://doi.org/10.3390/app12031241
Lim, T. H., Ryu, J. H., & Jeong, Y. S. (2022). The Effects of Emotional Interaction by Avatar on Presence and Interest
Development in the Metaverse Learning Environment. The Korea educational review, 28(1), 167189.https://doi.org/10.29318/KER.28.1.7
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions.
Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020
Ormell, C. P. (1974). Bloom's taxonomy and the objectives of education. Educational Research, 17(1), 3-18.
https://doi.org/10.1080/0013188740170101

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Examining the Educational Impact of Editing Techniques: A
Focus on Jump Cuts in Video Content
Yo KatoTokyo Institute of Technology, Japankato.y.bk@m.titech.ac.jp
Masao Murota
Tokyo Institute of Technology, Japan
murota@ila.titech.ac.jp
This study investigated the impact of video editing techniques (jump cuts, speed adjustments) on comprehension and subjective
evaluations of educational videos. 148 university students watched recorded lectures with varied captions. Video 1 (declarativeknowledge-focused) was presented at normal and 1.5x speeds. Video 2 (Procedural knowledge-focused) had three conditions:jump cuts, 1.5x speed, and both. Comprehension tests and surveys revealed no significant differences between conditions, butmean score differences emerged between groups preferring Video 1 or 2. Students who preferred Video A tended to havehigher scores on Video A. Jump cuts did not negatively affect learning, suggesting learner preferences for faster speeds may
depend on video content.

Keywords: online learning, Video speed, video contents

Introduction
Even before the COVID-19 pandemic, online learning was becoming more accessible due to the spread ofsmartphones and the increasing speed of the internet. However, the pandemic greatly accelerated the adoption of
online learning, making it a common mode of education today (Dinmore, 2019; Pokhrel and Chhetri, 2021). The
diversification and sophistication of video content that learners regularly engage with has been accelerated by the
proliferation of video platforms such as YouTube and TikTok. Among teenagers and those in their twenties, daily
usage of video streaming services exceeds 100 minutes on holidays (Ministry of Internal Affairs and Communications
Information and Communications Policy, 2023). In parallel, video editing software has also evolved, simplifying theaddition of animated captions and jump cuts, enabling not only professionals but also the public to readily edit anddistribute videos.
In the research on video speed, the impact of varying learning speeds on learning outcomes remains a subject of debate.
Some previous studies suggest that learning speeds up to double speed do not affect learning outcomes, while others
indicate that even 1.5x speed may have an impact (Nagahama and Morita, 2017; Song et al, 2018). Additionally, there
are reports of differences in learning outcomes depending on students' majors (Mo et al, 2022).
While previous research has primarily focused on the impact of different viewing speeds on learning outcomes, theinfluence of video editing elements has not been adequately addressed. Therefore, this study examines how video
editing techniques, such as jump cuts, affect learners' subjective evaluations, in addition to viewing speed. Specifically,
we first aim to clarify the impact of increased viewing speed on the learning experience by comparing learners'
subjective evaluations using videos at normal speed and 1.5x speed. Next, we will investigate the effect of jump cutson learning by comparing learners' subjective evaluations of videos with jump cuts, videos with jump cuts at 1.5x
speed, and videos at 1.5x speed without jump cuts. We hypothesize that jump cuts will increase learners' perceived
engagement and enjoyment but may negatively impact their comprehension, especially at higher speeds.

Research Design & Methods
The participants were 148 first-year undergraduate students from a private university. On day one, there were 57 maleand 13 female participants. On day two, there were 58 males and 19 females, with one participant not reporting theirgender. 95.3% of the participants were 19 years old or younger. Participants viewed two types of lecture videos: VideoA, focused on memorization of informational content (e.g., historical events and terms), and Video B, focused onprocedural learning (i.e., educational content creation methods). Both videos consisted of slides with a narrator
explaining the content, but the speaker did not appear on screen. All videos were presented on YouTube with a68

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standardized loudness level of Loudness-15LUFS to mitigate potential biases caused by variations in loudness (Asutay& Västfjäll, 2012). The video speed was adjusted during the rendering process.
Video A had a duration of 7 minutes and 55 seconds at normal speed and 5 minutes and 17 seconds at 1.5x speed.
Video B had a duration of 7 minutes and 53 seconds at normal speed, 6 minutes and 33 seconds with jump cuts, 5minutes and 16 seconds at 1.5x speed, and 4 minutes and 22 seconds with both jump cuts and 1.5x speed. Each video
contained 18 manually created animated captions, with the presence or absence of additional animations and soundeffects randomly assigned. The caption display time was set to 4 seconds at normal speed.
After completing a pre-questionnaire, participants viewed Video A on their smartphones. They were randomly assigned
to either the normal speed group (N = 78) or the 1.5x speed group (N = 70). Upon viewing Video A, each participant
completed a comprehension test and a subjective evaluation of the video. The test consisted of 10 True/False andmultiple-choice questions, but due to an error in one question for each test, only 9 questions per test were scored. The
subjective evaluation was based on a 5-point Likert scale adapted from the studies by Nagahama & Morita (2017). In
the subjective evaluation stage after watching video B, respondents were asked which was easier to listen to, video A
or video B.
Subsequently, participants viewed Video B. They were randomly assigned to one of three groups: the jump cut group(N = 62), the 1.5x speed group (N = 43), or the jump cut 1.5x speed group (N = 43). The jump cut group viewed
Video B with jump cuts at normal speed, the 1.5x speed group viewed the original Video B at 1.5x speed, and the jump
cut 1.5x speed group viewed Video B with jump cuts at 1.5x speed. After viewing Video B, they completed acomprehension test and a subjective evaluation of the video, similar to those for Video A.

Results
Analysis of average scores
An independent samples t-test revealed no significant difference in mean comprehension scores between the normal
speed group (N = 78, M = 6.90, SD = 1.46) and the 1.5x speed group (N = 70, M = 7.24, SD = 1.45) for Video A,t(146) = -1.65, p > .10. A one-way ANOVA was conducted to examine potential differences in mean comprehension
scores across the three video conditions (jump cut, 1.5x speed, and jump cut at 1.5x speed) for Video B. The results
revealed a significant main effect of video condition, F(2, 145) = 5.54, p < .01, η² = 0.2764. Tukey's HSD post hoc
tests indicated no significant differences between any specific conditions.

Analysis of subjective evaluation scores
A one-way ANOVA was conducted to examine the effect of three video speed conditions (1.5x speed, jump cut, andjump cut at 1.5x speed) on mean subjective evaluation scores for Video B. The scores for each are shown in Table 1.
According to the ANOVA, there was a significant main effect of video speed condition, F(2, 145) = 5.54, p < .01, η²= 0.2764. Tukey's HSD post hoc tests indicated that the 1.5x speed condition differed significantly from the jump cut
at 1.5x speed condition (p < .05), and the jump cut condition also differed significantly from the jump cut at 1.5x speed
condition (p < .05). However, there was no significant difference between the 1.5x speed and jump cut conditions (p> .05).
Table 1
Summary of average subjective evaluation scoresMovie A
Normal Speedquestionnaire(N=78)I understood the learning
content.
3.86 (0.75)
The level of the learning
content was appropriate forme.
3.79 (0.76)
The speaker's explanation waseasy to understand.
4.17 (0.71)
The explanation was
thorough.
4.31 (0.67)

Movie B

1.5x Speed(N=70)

Jump Cuts(N=43)

1.5x Speed(N=62)

Jump Cut at 1.5x
Speed (N=43)

3.87 (0.72)

3.93 (0.70)

4.05 (0.82)

4.00 (1.05)

3.80 (0.84)

3.95 (0.69)

3.97 (0.89)

3.91 (0.95)

4.21 (0.80)

4.12 (0.54)

4.21 (0.93)

4.19 (0.93)

4.30 (0.84)

4.26 (0.66)

4.39 (0.64)

4.21 (0.94)

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I was interested in the learning
topic.
3.64 (0.99)
I would like to learn more
about the learning topic in the
future.
3.73 (0.94)
I was able to concentrateduring the lecture.
4.00 (0.81)
I experienced eye strain while
watching the video.
2.90 (1.31)
The flickering of the screen
bothered me.
2.68 (1.17)
I focused on the audio
information while watching
the video.
3.54 (0.95)
I had difficulty hearing theaudio information.
2.87 (1.18)
The audio was easy to hear.
3.90 (0.92)
I focused on the visual
information while watching
the video.
3.92 (0.94)
I had difficulty following thetext information with my eyes. 2.97 (1.15)
The video was easy to see on
my smartphone.
4.04 (0.83)
The presentation speed was
fast.
2.97 (1.02)
There were parts where I
wished the explanation was
slower.
3.01 (1.15)
The presentation time wasappropriate.
3.74 (0.89)
I would like to continuelearning at this presentation
speed in the future.
3.78 (0.75)
The caption format wasfamiliar.
4.01 (0.76)
The slide + caption format
was new.
3.72 (0.94)
There was not enough text on
the slides.
3.12 (1.06)
There were too many figures
and tables on the slides.
3.13 (1.06)
The lecturer's voice botheredme.
2.49 (1.09)
The video cuts were
distracting.
2.49 (1.13)

3.66 (0.92)

4.12 (0.70)

3.97 (0.92)

3.93 (1.10)

3.76 (0.82)

3.77 (0.81)

3.82 (0.93)

4.30 (0.71)

4.16 (0.75)

4.02 (0.83)

4.05 (0.86)

4.35 (0.81)

2.96 (1.20)

2.81 (1.12)

2.87 (1.34)

2.65 (1.25)

2.54 (1.25)

2.70 (1.06)

2.50 (1.33)

2.58 (1.2)

3.73 (1.09)

3.33 (0.94)

3.52 (0.99)

3.19 (1.14)

2.70 (1.29)

2.77 (0.95)

2.74 (1.30)

3.21 (1.34)

3.89 (1.11)

3.84 (0.95)

4.00 (0.89)

3.74 (1.09)

3.99 (0.99)

3.53 (1.14)

3.89 (1.01)

3.93 (0.94)

2.87 (1.18)

3.02 (1.14)

2.84 (1.36)

2.88 (1.31)

4.09 (0.88)

3.93 (0.86)

4.10 (0.82)

4.02 (1.01)

3.11 (1.23)

2.88 (1.00)

2.84 (1.28)

3.35 (1.17)

2.96 (1.26)

2.98 (0.96)

2.82 (1.22)

3.12 (1.22)

3.76 (1.24)

3.67 (0.78)

3.56 (1.02)

3.65 (1.04)

3.71 (1.08)

3.51 (1.03)

3.61 (1.09)

3.47 (1.14)

4.11 (0.97)

3.88 (0.79)

3.92 (0.84)

3.88 (1.05)

3.51 (1.14)

3.72 (0.83)

3.53 (1.08)

3.60 (1.00)

3.09 (1.15)

2.98 (0.71)

3.15 (1.19)

3.23 (1.15)

3.33 (1.18)

3.42 (0.79)

3.27 (1.09)

3.53 (0.96)

2.43 (1.25)

2.65 (1.02)

2.55 (1.26)

2.86 (1.21)

2.24 (1.13)
2.63 (1.00)
2.56 (1.28)
2.49 (1.20)( ) indicates standard deviation. Rounded to three decimal places.

To conduct a more detailed analysis of subjective evaluations for Video B, we divided participants in each speed
condition into two groups based on their preference for either Video A or Video B. A Mann-Whitney U test was
conducted to analyze whether there were significant differences in mean scores on subjective evaluation items forVideo B between these two groups. The results are presented in Table 2. In the 1.5x speed group (N = 43), the meanscore on the Video A comprehension test for those who preferred Video B (N = 15) was 6.39 (SD = 1.40), while themean score for those who preferred Video A (N = 28) was 7.13 (SD = 1.31). There was a marginal trend toward
significance (U = 140, p = .0751). In the jump cut group (N = 62), the mean score on the Video A comprehension

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test for those who preferred Video B (N = 18) was 7.18 (SD = 1.43), while the mean score for those who preferredVideo A (N= 44) was 8.00 (SD = 1.00). This difference was significant at the 5% level (U = 264.5, p = .0413).
Preference for Video B did not affect the scores, and there were no significant differences between the groups.
Table 2Preference scores for the video among the three groups who watched Video B
Select Video A

Select Video B

Video A scores Video B scores Video A scores Video B scores
1.5x group in video B

7.13 (1.31)

7.20 (1.17)

6.39 (1.40)

6.71 (1.98)

Jump cuts group in video B
Group watching at 1.5x speed with jump cutsin video B

8.00 (1.00)

7.67 (1.56)

7.18 (1.43)

7.59 (1.57)

7.36 (1.54)
7.29 (1.48)
6.76 (1.48)
7.11 (1.96)( ) indicates standard deviation. Rounded to three decimal places.

Discussion
The results from Videos A and B suggest that the use of jump cuts does not significantly alter the scores. Similarly,
there were almost no differences observed in the subjective evaluations. However, there were differences in meanscores regarding the preference between Video A and Video B, particularly for learners who watched Video B at 1.5x
speed or with jump cuts. In the free-response comments, some participants in these groups stated that they preferredVideo A because it was slower. This suggests that shortening the video length with jump cuts may yield similar results
to increasing the overall video speed in terms of learner preference. Some participants who preferred Video B
commented that it was "shorter," "showed the steps," or "felt easier to follow." These reasons, along with the fact that
Video B explained procedural content, suggest that the type of video being watched may also influence how
presentation speed affects learning.

Conclusion
The results of this experiment showed that adjusting the speed with jump cuts did not make a difference to the score.
Therefore, incorporating jump cuts to highlight key learning content may enable shorter learning times if the content
is clearly presented. However, this study has limitations. It remains unclear how faster speeds, such as 2x or 2.5x, would
impact learning, and whether the combination of jump cuts and animated captions is essential for achieving similareffects. Further research is needed to comprehensively evaluate the potential of video editing techniques to facilitate
faster learning.

References
Asutay, E. & Västfjäll, D. (2012). Perception of loudness is influenced by emotion. PloS One, 7(6), e38660.
Dinmore, S. (2019). Beyond lecture capture: Creating digital video content for online learning – a case study. Journalof University Teaching & Learning Practice, 16(1), 7.
Ministry of Internal Affairs and Communications Information and Communications Policy. (2023). Reiwa 4 nendo jōhōtsūshin media no riyō jikan to jōhō kōdō ni kansuru chōsa hōkokusho [FY2022 Survey Report on Usage Time ofInformation and Communications Media and Information Behavior].
Mo, C.-Y., Wang, C., Dai, J. & Jin, P. (2022). Video Playback Speed Influence on Learning Effect From the Perspectiveof Personalized Adaptive Learning: A Study Based on Cognitive Load Theory. Frontiers in Psychology, 13.
Pokhrel, S. & Chhetri, R. (2021). A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning.
Higher Education for the Future, 8(1), 133–141.

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Development and Evaluation of the Tool for Supporting illStructured Problem-Solving Processes
Koki TAMAKI
Department of Mathematics and Science Education, Graduate School of Science, Tokyo University of Science, Japan
1721702@ed.tus.ac.jp
Yuki WATANABE
Department of Mathematics and Science Education, Graduate School of Science, Tokyo University of Science, Japan
wat@rs.tus.ac.jp
Abstract The development of problem-solving skills is becoming increasingly important, and is also a goal of the Japanesecommon subject of informatics. Information science requires students to deal with problem solving that combines the use of
information with unstructured problem solving as encountered in everyday life. As support for unstructured problem solving,prompts have been used in practice. However, the effectiveness of prompt research has not been clarified for problem solving
as in everyday life, because the effectiveness of prompt research has only been clarified in academic fields. Therefore, in thisstudy, a system that displays prompts in line with the problem-solving process taught in information science is developed, andthe effectiveness of the prompts is examined.

Keywords: Information utilize, Problem-solving process, Prompts,

Introduction
Around the world, there is a growing demand for the development of problem-solving skills, such as 21st century skills(Griffin et al., 2011). In Japan, problem-solving skills have become a key learning objective (Ministry of Education,
Culture, Sports, Science and Technology, 2018). In the field of Information, the focus is on utilizing information andinformation technology to address problems. Moreover, the scope of problems addressed extends to daily life andsocial issues. These problems are often categorized as ill-structured problems (Jonassen, 1997).
Effective development of problem-solving skills entails teaching the problem-solving process (Mayer & Wittrock,2003). Tamaki & Watanabe (2023) founded that learners in the high evaluation group were more likely to clarify
situational information and actively seek additional information than learners in the low evaluation group.
Previous research has investigated the efficacy of question prompts in supporting problem-solving. King (1991)
demonstrated that question prompts can monitor learner’s own problem-solving process. Ge & Land (2003) developed
and tested the effectiveness of question prompts to help solving ill-structured problems in the context of information
systems. Additionally, Chen (2010) highlighted the necessity of question prompts in navigating through ill-structured
problem-solving procedures. These studies suggested the potential of question prompts to facilitate solving illstructured problems. However, these findings have not been applied to general problem-solving scenarios, such as
those encountered in daily life. In this study, we aim to develop and evaluate a tool designed to support ill-structured
problem solving in secondary education. The tool integrates question prompts to support learners in this process.
We conducted a comparative analysis of problem-solving processes with and without the question prompts, evaluating
learners' problem-solving process and problem-solving solutions.

Research Design & Methods
Participants
Practice was carried out with first-year high school students. The participants were taking the common subject
information science subject 'Information 1'. Only students who consented to the collection of data were included in
the study. They were informed that they could request to be excluded from the data collection at any time.

Problem-solving System

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In this practice, a system was developed in which prompts were displayed to support the problem-solving process.
The problem-solving process was defined based on the one guided in the practice of Tamaki and Watanabe (2023), as
shown in Figure 1. It consists of four iterative problem-solving processes: definition, generation, selection andoptimisation. Within the problem-solving process, a monitoring problem-solving process is included to reflect on theown problem-solving process as appropriate. In addition, a problem-solving process for collecting and utilisinginformation is also included, if necessary.
Figure 1
Problem-solving process

Monitoring・Monitoring
whether the
problem-solving
process issufficient

Define・Define what is
to be resolved

I nform ation
Search・Gather
information asneeded.

Develop・Develop
ideas

Select・Select the bestidea

Optim ize
・Increase theeffectiveness,
efficiency andattractiveness ofideas

Prompts have been developed to support these six problem-solving processes. One column of prompts is shown in
Table 1. Three types of prompts are available. As it is said that unstructured problem solving is difficult, prompts areprovided to (1) support the problem solving process, (2) support the problem solving process, (3) support the problem
solving process, (4) support the problem solving process, and (5) support the problem solving process. It has also beensuggested that information utilization combined with information retrieval during the problem-solving process iseffective, so (2) prompts for information retrieval during the problem-solving process have been set up. Furthermore,
as it is suggested that iterative rather than linear problem-solving processes are desirable, (3) prompts were developed
to facilitate the transition between each problem-solving process.
Table 1
Problem-solving prompts
Problem-solving
Process

DefineDevelop

SelectContent

⚫
⚫
⚫
⚫
⚫
⚫
⚫
⚫
⚫
⚫
⚫
⚫
⚫
⚫
⚫
⚫
⚫

What results would you like to see?
What needs should be met?
Are there conditions to be met?
Can the definition be broken down into smaller elements?
What other definitions might be needed from an information search?
Can the definition be broken down into smaller elements?
Are there any other ideas?
Are there any other ideas that could solve the problem?
What other solutions might you be able to find from the information search?
Have you reviewed and thought about what you have defined?
What are the differences between the ideas you have chosen and other ideas?
What do you think is the best thing about the idea you chose?
How did you choose the idea? How did you select the ideas and are there any mistakes
in the process?
How did you choose the ideas and are there any mistakes in the process?
Have you reviewed and thought about what you have defined?
Have you reviewed and thought about what you have defined?
What are your thoughts on the definition?

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Optimize⚫
⚫
⚫
⚫

Is the solution likely to be a satisfactory solution to what you thought of in thedefinition?
Could you foresee areas that could still be changed when the solution is implemented?
What is the best way to achieve this?
Is the solution a solution to what you have defined?
Are you able to use the good points from the other ideas that have come up so far?

Using this system, learners engaged in problem solving. In order to compare the effect of the prompts, a system wasalso developed without prompts.

Procedure
The teaching was carried out using four lessons of 50 minutes each. First, a pre-questionnaire survey was conducted
to determine the learners' confidence in problem solving. Next, the problem-solving process shown in Fig. 1 wastaught. The problem-solving processes were explained using a PowerPoint presentation. Learners were then randomly
assigned to groups of four or five and engaged in problem solving. The problem-solving subject was Problem A,
shown in Table 2. The groups were randomly assigned to use the system with prompts or without prompts. After
solving the problem, the groups presented their solutions to each other and the two groups were voted on. The
following week, the same problem-solving and pre-questionnaire was conducted, with or without prompts. The
problem-solving task then was Problem B, shown in Table 2.
Table 2
Problem-solving object
Problem A
Read the conditions below and create your tour!

Let's create a tour for a group of tourists from the USA who are coming to Japan to see the sights!
Meet at Umeda station at 10am and plan an itinerary that takes one day to complete.
First time in Japan
They like Japanese culture and want to go sightseeing so that they can feel the culture of Japan.
I would like to eat something for lunch that makes me feel Japan.
Let's create a tour and decide on the selling points that will be our selling point!
Problem B
Sister City Promotion Programme
The City of London (UK) is one of Tokyo's sister cities.
You have been asked to plan a one-day sightseeing itinerary as part of a sister city promotion project organised by
the Tokyo Metropolitan Government.
Please find out the advantages of the sister cities, set up a uri and make a plan so that more Tokyo residents will
want to participate in the project.
The event is scheduled to be held in July.
Please plan to visit at least three places.
Paddington Station will be the meeting and disbanding point.

Results
The problem-solving process was observed and the number of ideas generated during problem solving was measured.
The results, and the number of ideas generated, showed that the group with prompts had an average of 10.13 ideas,
while the group without prompts had an average of 8.08 ideas.
The dialogue during the problem-solving process was also observed to investigate what kind of dialogue was
encouraged when the prompts were read out. From this, it was confirmed that the problem-solving process wasmonitored within the group. Specifically, it was observed that the participants reflected on the problem-solving process
and checked whether they were able to discuss the problem-solving process within the group without excesses ordeficiencies.

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In addition, we observed that the prompts prompted the participants to search for information. Specifically, theprompts encouraged the participants to discuss the information they needed at that moment, and they were observed
to perform detailed information retrieval.

Furthermore, dialogue showing difficulties in problem solving appeared only in the unprompted group. On the other
hand, dialogue indicating that problem solving was completed appeared only in the group with prompts.

Conclusion
In the common subject of information science, guidance on the problem-solving process is required. In order tosupport this instruction, prompts were developed and their effectiveness was verified in this study. The results suggestthat the prompts are effective.
For example, monitoring was encouraged, the problem-solving process was made more precise, and the students wereseen to search for information in more detail. Furthermore, it was suggested that the prompts facilitated problem
solving and completion. On the other hand, only the group without prompts showed difficulties in the problemsolving process. This indicates that prompts can support the problem-solving process.

References
Chen, C. H. (2010). Promoting college students’ knowledge acquisition and ill-structured problem solving: Web-based
integration and procedure prompts. Computers & Education, 55(1), 292-303.
Ge, X., & Land, S. M. (2003). Scaffolding students’ problem-solving processes in an ill-structured task using question
prompts and peer interactions. Educational technology research and development, 51(1), 21-38.
Griffin, P., & Care, E. (Eds.). (2014). Assessment and teaching of 21st century skills: Methods and approach. springer.
Jonassen, D. H. (1997). Instructional design models for well-structured and III-structured problem-solving learning
outcomes. Educational technology research and development, 45(1), 65-94.
King, A. (1991). Effects of training in strategic questioning on children's problem-solving performance. Journal of
Educational psychology, 83(3), 307.
Mayer, R. E., & Wittrock, M. C. (2006). Problem solving. In P. A. Alexander & P. H. Winne (Eds.), Handbook of
educational psychology (pp. 287–303). Lawrence Erlbaum Associates Publishers.
Ministry of Education, Culture, Sports, Science and Technology (2018). Course of Study.
Tamaki, K. and Watanabe, Y. (2023). Effect of Information Utilization Action on Engineering Design Based Problem
Solving. International Journal for Educational Media and Technology, 17

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Early Childhood Educational Interactive Materials Utilizing IoT
and Evaluation by Childcare Providers
Yuki Kamiya
Gifu City Women’s College, Japankamiya@gifu-cwc.ac.jp
Mie Miyazaki
Suzuka Junior College, Japan
Email address
m-miyazaki@suzuka.ac.jp
Yuko Tanaka
Humanitec Junior College, Japan
Email address
tanaka.yuuko@ohashi.gr.jp
Abstract…Amidst the rapid advancement of ICT education utilization, various applications are being announced daily.
In modern education, the utilization of ICT has become essential. Through its utilization, many educational benefits suchas deepening understanding, satisfying curiosity, and connecting to problem-solving have been achieved. In this modern era
where ICT education utilization has progressed significantly, attention turns to its trends in early childhood education. The
utilization of ICT in early childhood education is mostly observed in administrative aspects. However, activities involving
the use of ICT with children in daily childcare routines are still limited. We, the authors, have been working on strategies
for utilizing ICT in childcare for many years. This paper reports on the development proposal of early childhood educational
interactive materials utilizing IoT and the evaluation of these materials by childcare providers.

Keywords: Early childhood education, Effective use of ICT in childcare, Hands-on experience, IoT(Internet of Things)

Introduction
Early Childhood Education and ICT
The authors have been conducting research on the integration of ICT in early childhood education for young children
since 2015. This research was initiated by the observation that there are significantly fewer examples of ICT use indaily childcare (education) for young children in Japan compared to its more widespread adoption in elementary
schools and beyond. In a survey conducted by the authors on the use of ICT in early childhood education, it was foundthat only a few respondents were opposed to the idea. However, a significant number of respondents emphasized theimportance of "real-life experience" in early childhood. Many were open to the use of ICT in childcare but wereuncertain about the most effective ways to implement it. This indicated that while there is a growing interest inincorporating ICT into early childhood education, its practical application remains limited.
The authors posit that "actual experience" is crucial for the successful integration of ICT in early childhood education.
Addressing this need is essential for the advancement of ICT usage in this field. Recognizing the importance ofexperiential learning, the authors have developed IoT-based educational materials aimed at enhancing interactive
learning experiences for young children. These materials are designed to go beyond traditional audiovisual tools,
offering a more immersive and engaging way for children to interact with educational content.
This paper reports on the development of these IoT-based educational materials and their evaluation by caregivers.
The authors have proposed a novel approach to "IoT educational utilization," which seeks to combine the benefits of
ICT with the experiential learning crucial to early childhood education. By integrating IoT technology, the authors aim
to create a more dynamic and responsive educational environment that can better engage young children and support
their developmental needs.
The study highlights the potential of IoT to transform early childhood education by providing interactive, hands-on
learning experiences that align with the developmental stages of young children. Through the evaluation conducted bycaregivers, the paper examines the practical implications of using IoT in early childhood settings and explores the ways
in which these technologies can be effectively integrated to enhance the learning experience. The findings suggest thatwhile traditional ICT tools have primarily focused on visual and auditory stimulation, the inclusion of IoT opens up
new possibilities for physical interaction and sensory engagement, making learning more holistic and impactful.

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In conclusion, the authors assert that the future of early childhood education lies in the thoughtful integration of ICT
and IoT, with a strong emphasis on creating authentic, experiential learning opportunities. This paper aims tocontribute to the ongoing discourse on educational technology by providing insights into the development andevaluation of IoT-based teaching materials, ultimately advocating for a more interactive and engaging approach to earlychildhood education.

ICT Education Utilization
Use of ICT in Early Childhood Education. In today's "Information Society", the integration of Information andCommunication Technology (ICT) across various fields has become a common phenomenon, primarily aimed at
reducing workloads and improving efficiency. In education, numerous reports have highlighted the positive impacts
of ICT on fostering independence, enhancing problem-solving skills, and promoting deep learning. However, in earlychildhood education, the application of ICT has been largely limited to administrative tasks, with its use in direct
educational interactions with young children being exceptionally rare.
While the effective use of ICT for administrative purposes, such as attendance management and event photo
purchasing systems, significantly alleviates the workload of busy childcare providers, should its utilization be confined
to administrative functions alone? The Global and Innovation Gateway for All (GIGA) School Program and Reiwa
Era Japanese-style school education initiatives (2021) have established the infrastructure for one ICT device per student
in elementary and higher education institutions. This infrastructure has sparked a wave of innovation in ICT
applications, leading to rapid research, development, and reporting on its educational uses.
In contrast, early childhood education has lagged in this wave of ICT integration, with limited incorporation of ICT
into daily educational practices. Since 2015, the authors have been investigating the potential of ICT in early childhood
education, prompted by concerns that Japan's early childhood education system lags significantly behind elementaryand higher education levels in ICT utilization.
A survey conducted by the authors among childcare providers revealed minimal opposition to the use of ICT in earlychildhood education. However, a majority emphasized the necessity of "real-life experiences" during early childhood.
While there is interest in integrating ICT into childcare, many educators are uncertain about its practical application,highlighting a gap between interest and actual implementation.
The authors propose that the key to successful ICT integration in early childhood education lies in addressing the needfor "real-life experiences." Only by meeting this requirement can the full potential of ICT in early childhood education
be realized. This paper reports on the development and evaluation of IoT-based educational materials for earlychildhood education, created by the authors as part of their initiative for "IoT educational utilization." This effort aims
to enrich and innovate early childhood education through the application of advanced technological solutions

ICT Childcare Utilization for Young Children - ICT Educational Material ePicture-Story Show. Since 2015,
the authors have continued to focus their research on the use of ICT in early childhood education. Therefore, wethought it was necessary to develop educational materials that would be closely related to daily childcare activities. The
authors have taken on this challenge and developed an electronic picture-story show using PowerPoint as an ICTbased educational material. Therefore, we thought that PowerPoint would be relatively easy to understand, despite thereticence to use ICT. In the storytelling using picture books and picture-story shows that are used in daily work, thepicture books and story-story shows are replaced with electronic picture-story shows (picture books) developed by theauthors. The appeal of the ePicture story show (picture book) lies in its ability to realize animations and sounds
corresponding to the characters and scenes in the story, which is impossible to achieve with ordinary picture books
and picture storytelling. We have created an educational material that allows the reader to not only listen to a story,
but also to become more familiar with the story through animated expressions, creating an environment that allows
the reader to become immersed in the story.
Figure 1
Example of ePicture Story show.

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The ePicture-story show using PowerPoint, which the authors have been developing, has shown certain results.
Childcare providers also evaluated the ePicture-story show, saying that while large picture books are easy for young
children to read, they are heavy and difficult to read to them, ePicture-story shows can be projected larger than large
picture books and can be used with a large group. On the other hand, while the animation and the ability to produce
sounds that match the situation and timing of the story were seen as appealing, others said that regular picture books
and picture story shows were sufficient in other respects and that they would not go out of their way to actively use
ePicture-story shows. This reluctance is an extremely valuable opinion. The reason for this opinion is that young
children are more inclined to "watch" and "listen" whether the storytelling environment uses regular picture books or
picture story shows or ePicture-story shows, and they do not feel the appeal of using ePicture-story shows. In otherwords, the key to success in the use of ICT in early childhood education is not only the use of ICT, but also thefulfillment of the "play" aspect that supports the development of young children.

Hands-on ePicture-Story Show: IoT Utilization in Childcare. The authors conducted research to address theshortcomings of ePicture-story shows mentioned in the previous chapter. As a result, they concluded that it would bepossible to incorporate a new "experience" essential in early childhood education. In this enhanced electronic picturestory show, when the wizard waves his wand, children watching in real life can wave their wands, triggering thetransition to the next scene in the electronic picture-story show. To realize this mechanism, the authors decided to use
the micro:bit, which employs an accelerometer to detect the wand's movement. This device sends a signal via Bluetooth
to a computer, simulating an Enter key press, thereby advancing the PowerPoint slide to the next scene.
In the various stories used for storytelling in early childhood education, many "waving motions" are involved, suchas a wizard waving a wand or a sword. Since the waving action moves the story to its next development, it becomeseasy for young children to predict the story's progression. By actively participating in the story using this material,children can be more engaged and involved in the narrative.
Figure 2
Picture of IoT Material and the image of using.

ePicture Story Show

Evaluation of IoT Materials by Childcare Providers. The authors had the opportunity to gather evaluations of thedeveloped teaching materials from childcare providers. The theme of the ePicture-story show was "Eggs." The story
revolves around various things emerging from an egg. The illustrations used in the story were created by students
aspiring to become nursery school teachers. The intended use of the teaching material involves attaching a micro:bitwith a teaching material program to a hammer-like object. Using an accelerometer, various objects emerge from theegg when the hammer-object is shaken. The ePicture-story show is not only animated but also includes sounds thatmatch the animation, aiming to further engage the audience in the story.
The authors asked childcare providers to try out this educational material and give us their opinions. Some of thechildcare providers were familiar with electronic picture storytelling, having seen it performed by the authors in thepast, and some had experience creating their own electronic picture stories when they were students. However, thiswas the first time anyone had seen and used IoT educational materials.
Some of the comments received were:"I don't know how it works, but it's interesting.""It will lead to the creation of a storytelling environment in which children can participate, rather than just watch.""Because adults are so fascinated with it, children will be even more interested in it."
The authors had expected to receive some comments on the lack of material, but it seems that the participants wereinterested in the material itself, which responds to their physical movements and then responds back to them. Above
all, as mentioned in the comments we received, the statement that children are more interested in IoT educational

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materials because adults are fascinated with them" suggests that the IoT educational materials developed by the authors
have high expectations for the future.
Also discussed the possibility of using compass sensors in future sensor-based teaching materials, such as those that
detect when a person turns to the right or left. Additionally, we considered teaching materials that do not respond tosmall sounds made by one person (e.g., clapping), but respond to the next action when multiple people clap their hands
in unison to produce a loud sound. The participants evaluated those educational materials leading to cooperative
learning through multiple collaborations that trigger the next scene are very appealing.

Conclusion
In this paper, we have discussed the IoT educational materials proposed and developed by the authors and theirsubsequent evaluation. Our research emphasizes the necessity of integrating IoT with ICT education, rather than using
it as an isolated tool. While most current ICT educational materials primarily focus on audiovisual stimulation, engaging
mainly the visual and auditory senses, our approach aims to transcend these limitations by incorporating interactive,
sensor-based experiences that engage children more holistically.
The use of ICT in education is still in its formative stages. However, it represents a crucial step towards the seamlessintegration of advanced technologies, which are essential for ushering in the era of Society 5.0 into the educationallandscape. By fostering a more interactive and immersive learning environment, these technologies can significantly
enhance the educational experience for young children, making learning more engaging and effective.
Our findings suggest that the integration of IoT into early childhood education holds immense potential for creating
dynamic and responsive learning environments. This potential is further supported by positive feedback fromcaregivers, who noted the increased engagement and interest of children when using IoT-enhanced educational
materials. Such feedback underscores the value of continuing to develop and refine these technologies.
Moving forward, we plan to expand our research and development efforts to include more advanced IoT educational
materials. These materials will utilize a broader range of sensors beyond accelerometers, such as compass sensors andsound detectors, to create even more interactive and cooperative learning experiences. By doing so, we aim to facilitate
the development of educational tools that not only capture children's attention but also promote collaboration andactive participation.
In conclusion, the integration of IoT with ICT in early childhood education represents a significant and valuableadvancement in educational technology. Our research and development efforts demonstrate the potential to transform
traditional educational methods, making them more interactive and responsive to the needs of young learners. As wecontinue to innovate and explore new possibilities, we believe that these efforts will contribute to a richer, moreengaging educational experience that aligns with the technological advancements of Society 5.0.
This work was supported by JSPS KAKENHI Grant Number JP22K02454.

References
Ministry of Education. Culture, Sports, Science and Technology, Japan (2021). Japanese-Style School Education in the Reiwa
Era - Realizing Individually Optimized Learning and Collaborative Learning to Unlock the Potential of All Children - (Report)(Central Council for Education No. 228) [Updated on April 22, Reiwa 3 (2021)]
https://www.mext.go.jp/b_menu/shingi/chukyo/chukyo3/079/sonota/1412985_00002.htm
Dosheela Devi Ramlowat, Binod Kumar Pattanayak (2019), Exploring the Internet of Things (IoT) in Education: A Review,
Information Systems Design and Intelligent Applications. Advances in Intelligent Systems and Computing, vol863, 245-255
Suaad Hadi Hassan Al-Taai, Huda Abbas Kanber, Waleed Abood Mohammed al-Dulaimi (2023), The Importance ofUsing the Internet of Things in Education, iJET ‒ Vol. 18, No. 01, 19-39

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Technology Integration in Hospitality Education: A Case of BPH
Jiwak Raj Bajracharya
Global Academy of Tourism and Hospitality Education Country, Nepal
dean@gate.edu.np
Abstract
Technology integration is now pervasive across all fields and industries. Extensively discussed in the literature for its
effectiveness, enhancement, and efficiency, technology integration has become a fundamental component of hospitality
education, aimed at preparing future leaders in the industry. This paper investigates the impact of technology integration in
the context of the Bachelor in Professional Hospitality (BPH)i program and explores how this integration contributes todeveloping BPH students into future hospitality leaders. To achieve this objective, a survey was conducted using purposive
sampling with BPH students, and focus group discussions (FGDs) were held to assess its impact. Additionally, interviews
with faculty members provided further insights into its effects. This paper also aims to offer a blueprint for a performative
approach to technology integration in hospitality education, serving as a conclusion that initiates further research.

Keywords: Blueprint, Hospitality Education, Technology Integration,
Introduction
Recent advancements in educational technology have renewed interest in integrating
three specific elements: Technology, Pedagogy, and Content, as outlined by Koehler and
Mishra (2009). Mishra and Koehler (2009) further organized these into Technological
Knowledge, Pedagogical Knowledge, and Content Knowledge, collectively termed
Technological Pedagogical and Content Knowledge (TPACK). TPACK builds on
Shulman’s concept of Pedagogical Content Knowledge (PCK), emphasizing instructors'
understanding of how to integrate technology into classroom instruction. The TPACK
framework addresses the complexity of teaching by simultaneously integrating
technology and pedagogical strategies to enhance instructors' competencies intechnology integration (Bajracharya, 2019). Therefore, in this study, technology
integration is defined as the implementation of technological resources and pedagogicalstrategies to deliver content knowledge in classroom instruction.
Numerous studies highlight the importance of technology integration to enhanceteaching and learning effectiveness, flexibility, and classroom interactions (Bajracharya,2021). It helps students understand the subject matter and increases engagement. Tools
like YouTube videos, educational blogs, social media, software, and applications
encourage learning beyond the classroom and improve critical thinking andcommunication skills. Thus, technology integration can enhance effectiveness,enhancement, and efficiency during teaching and learning.

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This paper investigates the impact of technology integration in the Bachelor in
Professional Hospitality (BPH) program and its contribution to developing future
hospitality leaders. The study addresses two primary research questions: (i) How has
technology integration impacted teaching and learning in the BPH program? (ii) What
key leadership skills are fostered by technology integration?
To answer these questions, focus group discussions (FGDs) were conducted withstudents and faculty (for RQ (i)), and a Likert scale survey was administered to BPH
students (for RQ (ii)).
The FGDs revealed that the integration of technology through platforms like
MOODLE and G-Meet, both in physical and online classes, enabled students to acquire
substantial content knowledge and hands-on experience via internships starting fromthe third semester. This blended learning approach allowed students to attend college
physically once a week while participating in online classes and industry internships forthe remaining days. Consequently, technology integration facilitated continuous
teaching and learning, even with a demanding schedule of one physical classroom
session and six online sessions per week. Additionally, students reported that balancing
university education and real-world internships from the second semester onward
enhanced their time management skills.
Faculty feedback indicated that technology integration allowed for the use of diverse
teaching resources, enriching students' knowledge, competencies, and mindsets beyond
the traditional classroom environment. Faculty also noted that BPH students developed
superior exploratory competencies compared to those in programs relying solely on
physical classroom instruction.
Further survey results (N=57) reveal that technology-integrated teaching and learning
significantly enhances several key leadership skills. Notably, data-driven decision-making
abilities, self-directed learning, and communication and collaboration skills weremarkedly improved. The integration of technology into the BPH program provided
students with the tools and opportunities to engage in real-time data analysis, fostering
a culture of informed decision-making. This technological immersion also promoted
self-directed learning, encouraging students to take initiative and responsibility for their81

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own educational journeys. Enhanced communication and collaboration skills wereanother major benefit, as students regularly interacted with peers and instructors
through various digital platforms, honing their ability to work effectively in teamsettings.
Additionally, the survey indicated that students developed a high level of digital fluency,
which proved beneficial in their workplace environments. This digital fluency
encompassed the ability to seamlessly adapt to new technologies, a crucial skill in the
rapidly evolving hospitality industry. Students reported feeling more confident andcompetent in navigating and utilizing new technological tools and systems, which
enhanced their overall workplace performance. This adaptability not only made themmore efficient in their current roles but also prepared them to tackle future technologicaladvancements with ease. The integration of technology in the BPH program thus not
only enriched the students' educational experiences but also equipped them withessential skills for their professional careers
The integration of technology in the Bachelor in Professional Hospitality (BPH)
program has had a significant positive impact on both teaching and learning processes.
The use of platforms like MOODLE and G-Meet has enabled students to acquire
substantial content knowledge and practical experience through a blended learning
approach, combining physical classroom sessions with online classes and industry
internships. This integration has fostered continuous learning, improved time
management skills, and allowed for a more flexible and interactive educational
environment. Faculty feedback also highlights that technology integration has enrichedstudents' knowledge, competencies, and mindsets by providing access to diverse
teaching resources and promoting exploratory learning beyond traditional classroom
settings.
Based on the findings of this study, it is recommended that educational institutions
adopt and expand technology integration within their programs to enhance teachingeffectiveness and student engagement. Emphasizing the development of key leadershipskills such as data-driven decision-making, self-directed learning, and communicationand collaboration skills should be prioritized. Additionally, fostering digital fluency
among students will prepare them to adapt to new technologies in the workplace,82

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ensuring they remain competitive in the rapidly evolving hospitality industry.
Institutions should continue to support and invest in technological infrastructure andtraining for both students and faculty to maximize the benefits of technology-integrated
education.
References
Bajracharya, J. R. (2021). Technology integration models and frameworks in teaching and training. Journal ofTraining and Development, 6(01), 3-11.
Bajracharya, J. R. (2019). TPACK を統合したインストラクショナルデザインモデルの開発と妥当性-ネパールにおける教師教育プログラムを対象に.
Dexterm E. (2023). The Impact of Technology Integration on Educational Leadership Practices andSchool Improvement Efforts. Academy of Educational Leadership Journal, 27(2), 1-3.
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge(TPACK)?. Contemporary issues in technology and teacher education, 9(1), 60-70.

i

The Bachelor in Professional Hospitality is a full-time undergraduate program designed and developed by
Kathmandu University, Nepal. This program is the first of its kind in Nepal to adopt an experiential approach,with students attending college in their first semester and participating in internship placements in the hospitality
industry starting from the second semester. This innovative program ensures that students will graduate with
their Bachelor’s degree after acquiring at least three years of industry experience.

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XR educatinal-technology framework development andrequirement analysis
Namsu, Park
Sahmyook University, Republic of Korea
nspark@syu.ac.kr
Ju-yeon, Park
Duksung Women's University, Republic of Korea
juyeonpark@duksung.ac.kr
Heejeon, Suh
Tongmyong University, Republic of Korea
suh@tu.ac.kr
Abstract.
With the development of XR technology, the amount of content utilized in education and training is increasing. Although
research has been conducted centering on XR technology, there is a need for research on content development and design while
applying it to education and training. In this study, we defined XR learning-technologies for education and training andrevised and developed a framework. We developed four levels of XR learning technologies for user behavior and intervention
based on 17 experts. We checked the CVR values to confirm the appropriateness of XR learning-technologies; examinedthe current technology level and technology importance to identify differences; and prioritized technology development according
to Borich needs. As a result, we developed four stages of XR learning based on the characteristics of behavior relevance,
gesture interactivity, and immersion, and found that the CVR values of the XR learning technology framework were
statistically significant. Among the XR learning technologies, gesture recognition and location recognition were identified astechnologies that urgently need to be developed. The results of this study can be used as a design and development guide whendeveloping XR training technologies and content.

Keywords: XR(eXtended Reality), Educational Technology, Requirement Analysis, Framework

Introduction
Extended reality (XR, eXtended Reality) is a technology that collectively refers to virtual reality (VR), augmented reality(AR), and mixed reality (MR). Various industrial uses are expanding, from educational fields such as medical training
and military training to games, sports viewing, mobility services, prototype development, and maintenance such as
remote repair. In particular, for future talent Digital capabilities such as AI and big data are in demand, and accordingly,
advancement of educational content and methods is required (Korea Ministry of Science and ICT, 2020). One of theways to solve this problem is an educational approach using XR technology. XR has the characteristics of ultra-realismthat stimulates the multi-senses of VR, AR, and MR technologies, allowing you to experience highly immersive learningsimilar to the real thing. Additionally, users have the advantage of being able to experience interaction with multiple
people rather than alone in a virtual environment where social activities, learning, and play are possible through 5G's
fast network and smart glasses. In particular, as the speed of data transmission increases due to the development of
5G technology, interaction between content, learners, and instructors becomes possible, and interest and attempts arebeing made to apply this to education to confirm educational effectiveness.
However, limitations of XR technology in the education field include cognitive burden, difficulty in long-term use,lack of educational content, burden of equipment purchase costs and difficulty in management, and the need for hightechnical skills to implement XR (Pimentel, et al., 2022). In other words, XR technology is developing technicalelements and content through various studies, but it is difficult to confirm the educational effect because it is developed
for research purposes and applied for a short period of time. Additionally, due to the broad concept and technology
spectrum of AR, VR, and MR, XR technology has limitations in its active application in educational settings. To solve
this problem, recent studies are attempting to develop design guidelines. Yang, Zhou, and Radu (2020) analyzed 70
previous studies and identified six areas (physical accessibility of learning content, formality of learning scenarios, social
interactivity, and learner initiative) to design educational experiences using XR, the degree of virtuality of the learning
experience, and learning evaluation) guidelines were developed. In addition, Suh Hee-jeon (2008) and Pimentel andhis colleagues (2022) report the characteristics and important technologies for designing meaningful learning
experiences using XR technology, particularly emphasizing immersion, interaction, and visualization technologies.
Previous studies presented design guides focusing on the features and advantages of XR technology rather than the
spectrum of XR technology, so there are limitations in concrete application in educational settings.

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Therefore, in order to increase the applicability of XR technology in educational settings, this study presents aframework from the perspective of XR educational technology and based on this, confirms the current developmentlevel and importance of XR educational technology and helps engineers and teachers who want to develop XR
educational technology. We aim to provide practical and effective suggestions to companies and institutions. In thisstudy, we will focus on interaction recognition technology among XR education technologies.

Research Design & Methods
Procedure and participants. To achieve the purpose of this study, we developed a draft XR educational technology
framework through literature research and interviewed three experts (a representative of an XR education and training
company, a university professor majoring in XR technology development, and a teacher with experience in researchon the use of XR educational technology). The framework was modified through focus group interview. After securing
the feasibility of the XR framework, a survey was conducted regarding the current technology level and awareness ofimportance. A total of twice Delphi rounds were conducted with a total of 17 experts using the derived XR education
technology framework. In a Delphi study, the size of the panel is appropriate to consist of 10 to 20 people to reach aconsensus among experts (Okoli, Pawlowski, 2004). In this study, a total of 17 experts were selected by dividing theminto a total of 5 domains. Specifically, the participants in this study include 4 engineers and professors who researchand develop XR technology, 4 corporate educators and trainers who provide education and training using XRtechnology, and 3 current teachers who are educational designers using XR technology. Also 4 researchers fromuniversity and government agencies in the field of education and training using XR technology, and 2 experts inindustries where XR technology is applied responded.
Research Tools. To conduct this study, Johnson-Glenberg, Birchfield, Tolentino, & Koziupa (2014) developed
Texanomy for collaborative activities in an environment using MR technology, and Johnson-Glenberg (2017)
developed it into an XR environment (AR, VR, MR) were modified and supplemented. Texanomy is divided into 4levels (1st degree-4th degree) depending on the degree of movement, and each level divides content according to 3components (Sensorimotor engagement, Gestural congruency, and Sense of immersion). Looking at the components,
Sensorimotor engagement refers to the degree to which the whole body or limbs are mapped, Gestural congruency
refers to the consistency of operating the system with gestures, and Sense of immersion refers to interaction. This
study used Johnson-Glenberg's (2017) XR learning experience by modifying the taxonomy for design. In order tosurvey the current level and importance of XR educational technology, a survey was conducted focusing on interaction
technology. XR education and training content includes interaction at various levels. Interaction occurs through the
response of the instructor, learner, and system according to the goal or model of education. As for the interaction
technology used in this study, six interaction recognition technologies (gesture recognition, voice recognition, touchrecognition, face recognition, location recognition, and biometric recognition) were derived from previous research(Porcino et al., 2022; Mitra & Acharya, 2007; Kabir et al., 2007; Qiwen et al., 2016; Sharif et al., 2017; Manesis &Avouris, 2005) and used in the survey.
Data analysis method. Data collection for analysis was conducted online from September to October 2023. CVRvalues were calculated to verify the validity of the XR educational technology framework. In the Delphi survey, experts'
agreement on content validity was confirmed by calculating the CVR value suggested by Lawshe (1975), and since
there were 17 panelists, .52 was used as the minimum standard to determine whether to adopt it (Lawshe, 1975). Afterconfirming validity, a questionnaire was constructed so that one respondent would respond to both the current
technology level and importance in order to confirm the perception of XR educational technology experts. A paired
samples t-test was conducted to test the differences in the perceptions of XR educational technology experts. Next,
Borich needs analysis and The Locus for Focus Model were applied to derive needs priorities for each detailed factor.
Borich's formula calculates the degree of demand by multiplying the total difference value by subtracting the current
level from the importance of each item by the average value of importance and then dividing by the total number ofcases. At this time, it can be interpreted that the larger the size of the calculated demand coefficient, the higher thepriority of the request.

Results
1. Validation of the XR educational technology framework
The first and second Delphi surveys were conducted on the XR educational technology framework. As a result of thefirst Delphi survey, opinions on the level of immersion and interactivity were presented, and these were reflected andfinally derived as shown in <Table 1>.
Table 1 Delphi results on XR educational technology framework (n=17)85

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XR educational technology framework validity

M

SD

CVR

The framework of XR educational technology is valid.

4.6

0.62

0.88

2. Differences in perception of the current technology level and importance of interactive recognition
technology among XR educational technology experts
Descriptive statistics on the current technology level and perception of technology importance for XR education
technology and the results of paired-sample t-test analysis of the differences are shown in <Table 2>. The importanceawareness of gesture recognition and location recognition was higher than the current technology level, and thedifference was found to be statistically significant (p <.05). The perceived importance of voice recognition, facerecognition, and biometric recognition was higher than the current technology level, but the difference was notstatistically significant. The current technology level for touch recognition was found to be higher than the importanceof the technology.
Table 2 Descriptive statistics and difference analysis of current technology level and importance of XR education technology (n=17)
Current Tech
Level(A)Technology
Importance(B)

M

SD

M

SD

Mean
Difference

t-Valuecoefficie
nt value

Priority

Gesture Recognition

3.494

0.50

4.588

0.51

1.094

.744*

5.020

1

Voice Recognition

3.876

0.70

4.118

0.93

0.241

.523

0.993

5

Touch Recognition

4.435

0.79

4.176

0.81

-0.259-1.387-1.081

6

Facial Recognition

3.559

0.79

4.059

0.66

0.500

.134

2.029

4

Location Recognition

3.806

0.81

4.529

0.80

0.724

.203*

3.277

2

Biometric Recognition

3.124

1.11

3.765

1.20

0.641

.076

2.414

3

Interactive Recognition
Technology(A)-(B)/nBorich Needs*

p <.05

As a result of expert Delphi on interaction recognition technology according to the XR educational technology
framework, there were multiple responses as shown in <Table 3>. Gesture recognition technology, location
recognition, biometric recognition, and facial recognition (eyes, facial expressions) were answered as technologies
required as mobility and immersion increase. However, touch recognition and voice recognition appeared to betechnologies required in content or environments with low mobility and immersion.
Table 3 Relationship between XR educational technology framework and interactive recognition technology (n=17) (n(%))
Interactive Recognition Technology

Level1

Level2

Level3

Level4

Total

Gesture Recognition

2(1.30)5(3.25)8(5.19)10(6.49)

25(16.23)

Voice Recognition

3(1.95)7(4.55)10(6.49)8(5.19)28(18.18)

Touch Recognition

4(2.60)11(7.14)6(3.90)6(3.90)27(17.53)

Facial Recognition

3(1.95)6(3.90)6(3.90)10(6.49)

26(16.88)

Location Recognition

2(1.30)3(1.95)5(3.25)14(9.09)24(15.58)

Biometric Recognition

1(0.65)5(3.25)5(3.25)12(7.79)

24(15.58)

Total

15(9.74)

37(24.03)

40(25.97)

60(38.96)

154(100)

Discussion and Conclusion
This study presents an XR educational technology framework to utilize XR technology, which is one of the educational
methods and technologies that can improve the digital capabilities required for future talent, in educational settings,
and examines the current technology level and technology importance of interactive recognition technology. The
difference was analyzed. The implications based on the main results of this study are discussed as follows. First, the86

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XR educational technology framework was divided into four levels according to the operation level, interaction level,
and immersion level. To test the validity of the proposed framework, a Delphi was conducted with 17 experts, and thefinal draft was finalized. Second, as a result of testing the difference between the current technology level andtechnology importance of interaction recognition technology based on the XR educational technology framework withguaranteed validity, gesture recognition and location recognition were statistically significant, but voice recognition andtouch Recognition, facial recognition, and biometric recognition were not statistically significant. Interactive
recognition technology, where the recognition difference was statistically significant, is an area with a high demand fordevelopment. Additionally, if interpreted as an XR educational technology framework, it can be interpreted that thehigher the immersion and the higher the movement, the more required the technology is. In particular, touchrecognition can be interpreted as an area with high technological completeness, as the current technology level appears
to be higher than its importance.
Interaction in XR technology is the act of a user accessing and changing the contents of the environment, objects andinformation within it in various ways within a virtual environment or mixed reality environment, and exchanging andinfluencing information with other users. Because it refers to the act of giving, it is an important XR education
technology in confirming learning effects. The research results conducted in this study will be able to provide practical
implications on how to classify XR educational technology into the technological concept spectrum of XR (AR, VR,MR) and how to develop and apply it appropriately. Since this study derived interaction recognition technology throughliterature analysis, it has the limitation of not considering detailed interaction recognition technology. In the future, itis necessary to analyze the requirements for educational technology suitable for the XR educational technology
framework by detailing the detailed interaction recognition technology.

References

Johnson-Glenberg, M. C. (2017). Embodied education in mixed and mediated realties. In Virtual, augmented, and mixed realities in
education (pp. 193-217). Springer, Singapore.
Seohyun Choi, Jooyoung Lee, & Yunhee Shin. (2022). Application and effectiveness of XR in class for designing XR
educational content. Journal of Digital Contents Society, 23(9), 1757-1766.
Heejeon, Suh. (2008). A study on the relationship between learners' sense of presence, learning immersion, attitude
toward usability, and academic achievement in an augmented reality-based learning environment. Educational
Information Media Research, 14(3), 137-165.
Pimentel, D. (2022, March). Emerging Technologies Create New Realities in Strategic Communications. In 25TH
INTERNATIONAL PUBLIC RELATIONS RESEARCH CONFERENCE (p. 23).
Porcino, T., Ghaeinian S. A., Franz, J. Malloch, F., Reilly, D. (2022) Design of an XR Collab. Arch. for Mixed
Immersive and MS Interaction. arXiv:2208.14842(cs.Human-Computer Interaction)
Mitra, S., Acharya, T. (2007). Gesture Recognition: A Survey. IEEE TRANSACTIONS ON SYSTEMS, MAN, AND
CYBERNETICS—PART C: APPLICATIONS AND REVIEWS, 37(3), 311–324. MAY 2007.
doi:10.1109/tsmcc.2007.893280.
M. M. Kabir, M. F. Mridha, J. Shin, I. Jahan and A. Q. Ohi (2021). A Survey of Speaker Recognition: Fundamental
Theories, Recognition Methods and Opportunities. in IEEE Access, 9 (pp. 79236-79263). doi:
10.1109/ACCESS.2021.3084299.
Qiwen, Zhu, Jun, Sun, Xueqin, Huang, Hongmei, Zhou, Yongming, Tang (2016). Study on different touch object
recognition algorithm based on Android and capacitive touch panel. 10th International Conference on Sensing
Technology (ICST), 1–5. doi:10.1109/ICSensT.2016.7796300.
Sharif, M., Naz, F., Yasmin, M., Shahid, M.A., & Rehman, A. (2017). Face Recognition: A Survey. Journal ofEngineering Science and Technology Review, 10, 166-177.
Manesis T. and Avouris N. (2005). Survey of position location techniques in mobile systems. In Proceedings of the
7th international conference on Human computer interaction with mobile devices & services (MobileHCI '05).
Associationfor
Computing
Machinery,
New
York,
NY,
USA,
291–294.
https://doi.org/10.1145/1085777.1085835.
Yang, K., Zhou, X., & Radu, I. (2020). XR-ed framework: Designing instruction-driven and Learner-centered extended
reality systems for education. arXiv preprint arXiv:2010.13779.
Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel psychology, 28(4).
Okoli, C., & Pawlowski, S. D. (2004). The Delphi method as a research tool: an example, design considerations andapplications. Information & management, 42(1), 15-29.

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Development and Effectiveness of a Food Education Support
SystemHiroaki Sakurai
Tokyo Denki University, Japan
20rmd12@ms.dendai.ac.jp
Hiroshi Nakayama
Tokyo Denki University, Japan
nhiroshi@mail.dendai.ac.jp
Junko Fujikura
Kagawa Nutrition University, Japanfujikura@eiyo.ac.jp
There is a global need for improving food education. In Japan, the Basic Law on Shokuiku (Food Education) was createdin 2005, and educators have become more active in promoting food education for children since then. In a previous study
using a food education system that gave nutritional advice based on several days of meals, it found that the system was easy
to use and made people more aware of their eating habits. However, no major diet improvements were seen, likely because
participants weren’t motivated. To improve this, we developed a food education support system with a function to present
possible future diseases caused by nutritional excesses or deficiencies. The results with high school and elementary students
showed increased awareness but no large changes in eating habits. Future efforts will focus on studying eating patterns tosuggest specific improvements.

Keywords: computer education, food education, eating habits, nutritional, consciousness raising

Introduction
Background
Food education is becoming a pressing issue worldwide (Marie, 2014). In Japan, the Basic Law on Shokuiku (Food
Education) was enacted in 2005 (Ministry of Agriculture, Forestry and Fisheries, 2005), and educators have become
more active in promoting food education for children since. The law requires the development of efficient and effective
materials that can be easily utilized by anyone. In this context, it has been reported that computer-based food education
has a stronger motivational effect on improving dietary habits than general food education (Johannes, 1999).

Issue in Computer-Based Food Education
In a previous study using a food education support system (Sakurai 2022), nutritional assessment and advice were
provided based on multiple days of dietary data, with breakfast, lunch, dinner, and snacks as the four meals for one
day. The results showed a high usability of the food education support system and an improvement in awareness of
dietary habits and dietary content. However, no specific improvements in dietary content were observed. One possible
reason for this is that the participants were not highly motivated to improve their diet. They may have struggled toenvision the future consequences of their current dietary habits due to a sense of continuity.

PurposeIn this study, we developed a food education support system with a function to present possible future diseases causedby nutritional excesses or deficiencies. The purpose was to develop a system that would encourage people to change
their dietary behavior.

Research Design & Methods
System Overview

The food education support system used in this study is based on the system named “What would you like?”(Takahashi, 2011), a food education support system in Japan. For this study, a function to present possible future88

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diseases caused by nutritional excesses or deficiencies was added. The system was developed to run in a web browser
using HTML, CSS, and JavaScript. It can be used anywhere with Internet access. Additionally, MySQL and PHP wereused in the system to store the selected foods as data.
The system consists of four main stages. In the first stage, a learner registers personal data such as height and weight(Figure 1). In the second stage, the learner chooses meals (Figure 2). In the third stage, the learner learns about thenutritional information of the chosen meals (Figure 3). In the fourth stage, the learner learns about the advice toimprove the diet for the meals (Figure 4, 5). In this study, we added the function of showing possible future illnesses,
as shown in Figure 5.
Figure 1

Figure 2

Figure 3

Personal Data Registration

Food Setting

Daily Nutritional Assessment

Figure 4

Figure 5

AdviceFood and Risk Presentation

Experimental Summary
The purpose of this study is to promote behavioral changes in diet by using a system that adds a new functionality to
the food and risk presentation screen to present possible future diseases caused by excess or deficiency of nutrients.
Two experiments were conducted, one with elementary school students and the other with high school students.
The subjects of the first experiment were 16- to 17-year-old Japanese high school students. IDs prepared in advance
were assigned to the students, and computer-based food education classes were conducted using these IDs. After thenutrition education class using the system, a questionnaire (Table 1) survey was conducted to evaluate the system andinvestigate the effectiveness of food education. The higher the number on the questionnaire, the higher the evaluation.
The questionnaire conducted in this experiment is presented as Questionnaire 1.
Table 1
Contents of Questionnaire 1
Question Number

1
2
3
4

Question Content
Do you think that through using this system you will think better about food?
(1: Disagree 5: Agree)
Which of the following screens do you find most helpful in improving your diet?
(choose one from A: Advice Screen B: Daily Nutritional Assessment Screen
C: Food and Risk Presentation Screen)
Which of the following screens was the most impressive function?
(choose one from A: Advice Screen B: Daily Nutritional Assessment Screen
C: Food and Risk Presentation Screen)
Which of the following functions do you think are needed in the following advice?
(choose one from A: Advice Screen B: Daily Nutritional Assessment Screen
C: Food and Risk Presentation Screen)

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Question Number
5

6

Question Content
Do you feel that your awareness of food has changed through this system?
(1: Disagree 5: Agree)
Do you think you will change your dietary behavior through this system?
(1: Disagree 5: Agree)

Before the second experiment, the food and risk presentation screen was modified (figure 6). The second experiment
was conducted with elementary school students aged 11 to 13. IDs prepared in advance were assigned to thestudents, and computer-based food education classes were conducted using these IDs. Questionnaires were sent tothe students after the food education class using the system improved from the first experiment and one week after
the class, to evaluate the system and to investigate the effectiveness of the food education. The higher the number,the higher the evaluation. Questionnaire 2 (Table 2) was the same-day questionnaire conducted soon after theexperiment, and Questionnaire 3 (Table 3) was the questionnaire conducted one week after the experiment.
Figure 6
Modified Food and Risk Presentation

Table 2
Contents of Questionnaire 2
Question Number
7
8
9

Question Content
Which of the following screens had the most impressive function?
(choose one from A: Advice Screen B: Modified Food and Risk Presentation Screen
C: Daily Nutritional Assessment Screen)
Which of the following screens do you find most helpful in improving your diet?
(choose one from A: Advice Screen B: Modified Food and Risk Presentation Screen
C: Daily Nutritional Assessment Screen)
Do you think that through this system you will be able to think better about food?
(1: Disagree 5: Agree)

Table 3

Contents of Questionnaire 3
Question Number
10

11
12
13

Question Content
How is your awareness of dietary content?
(1: Low 5: High)(1) Before food education class (2) After food education class
Choose the function of this system that has improved your awareness of eating habits.
(choose one from A: Advice Screen B: Modified Food and Risk Presentation Screen
C: Daily Nutritional Assessment Screen)
Did your diet change after the food education class?
(1: No 5: Yes)
Did the “Show Risks of Nutritional Intake” functionality help you change your diet?
(1: No 5: Yes)

Results
The results of each questionnaire are as follows (Table 4). Questions with answers A, B, and C are shown as percentages(Table 5, 6).

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Table 4
Result of Questionnaires
Question Number
156910 (before class)
10 (after class)
12
13

Mean
4.47
4.18
4.39
4.23
3.15
4.06
3.46
4.12

Standard Deviation
0.83
0.85
0.72
0.90
1.00
0.61
1.06
0.84

Table 5Result of Questionnaire 1
Question Number
2
3
4

A
42.9%
46.4%
41.0%

B
46.4%
35.7%
41.0%

C
10.7%
17.9%
17.9%

A
16.0%
28.0%
27.3%

B
16.0%
20.0%
12.1%

C
68.0%
52.0%
60.6%

Table 6
Result of Questionnaire2

Question Number
7
8
11

Conclusion
The results showed that the food education support system in this study successfully raised awareness about foodeducation. However, it did not lead to specific changes or actions regarding dietary content. In other words, the system
was not effective in motivating students to improve their dietary habits. This may be due to the lack of specificinstructions for dietary improvement related to the disease and the students’ inability to act on their own. As a futuretask, we will conduct a more detailed investigation of dietary trends to propose specific improvement plans.

References
Johannes B., Marci C., Patricia V.A. (1999). The application and impact of computer-generated personalized nutrition
education: A review of the literature. Patient Education and Counseling, 36(2), 145-156.
Marie N., Tom F., Margaret R., Blake T., Nicholas G., Christopher M., et al. (2014). Global, regional, and national
prevalence of overweight and obesity in children and adults during 1980-2013: a systematic analysis for the
Global Burden of Disease Study 2013. The Lancet, 384(9945), 766-781.
Ministry of Agriculture, Forestry and Fisheries. (2005). Basic Act on Shokuiku.
https://www.maff.go.jp/j/syokuiku/wpaper/h29/h29_h/book/part0/b0_c0_0_01.html
Sakurai H., Nakayama H., Fujikura J. (2022). The Development and Effectiveness of a Food Education Support
System: Investigating the Influence on Eating Habits and System Perceptions. International Jl. on E-Learning,21(3), 277-298.
Takahashi H., Muto S., Fujikura J., Nakayama H., Chino K. (2011). Development of nutrition education software“What would you like?” for elementary school high school grade. The Quarterly Journal of Japan Society of
Health Sciences, 27(4), 274-282.

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A Proposal of Design Principles for Face-to-face Classes
as Blended Learning in Correspondence High Schools
Keita Kato
Waseda University, Japankeita.kato@fuji.waseda.jp
Yusuke Morita
Waseda University, Japan
The purpose of this study is to propose a prototype of design principles for face-to-face mathematics classes in correspondencehigh schools, based on a qualitative analysis of the design and implementation. This study was conducted in 2022 with 270
students taking the required “Mathematics 1” course in a correspondence high school in Japan. To qualitatively analyze theeffectiveness of the design and implementation of the face-to-face classes, open-ended questionnaires surveys were conductedwith students. The open-ended data were analyzed using the thematic analysis. As a result of the analysis, this paper
proposes "implementation of personalized instruction with consideration of interpersonal relationships" and"implementation of self-paced learning" as prototypes of design principles for face-to-face classes in correspondence highschools. A future work is to verify and improve the prototype of the design principles proposed in this paper in multiple cycles
of design research.

Keywords: Correspondence High Schools, Blended Learning, Design-Based Research, Mathematics
education, Personalized Instruction

Introduction
Blended learning is defined as a thoughtful integration of classroom face-to-face learning experiences with
online experiences (Garrison & Kanuka, 2004). The advantages and benefits of the blended learning approach in
optimizing teaching and learning have been revealed in numerous influential studies (Dziuban et al., 2018). The main
challenge that learners face in the online part of blended learning is self-regulation, which includes procrastination(Rasheed et al., 2020). Therefore, face-to-face instruction of blended learning should be designed to support thechallenges of the online part.
Most of correspondence high schools in Japan are classified as blended learning because they are offered
not only through online self-learning but also through some required face-to-face classes. Although correspondencehigh schools are primarily self-learning, they also enroll students with low self-regulation skills. Recent Japanesecorrespondence high schools are expected to play an inclusive role for diverse students such as those with school
refusal, developmental disabilities, and mental health problems, due to their flexible learning system in terms of timeand place.
In blended learning for diverse students, it is important to personalize instruction to address individual
differences. Watson & Watson (2016) introduced the Personalized System of Instruction (PSI) (Keller, 1968) as one
model of personalized instruction. The canonical version of PSI proposes the following five essential elements (Purao
et al., 2017): 1) availability of written materials, 2) discrete content units for which learning objectives can be defined,
3) self-paced learning, 4) unit mastery as a prerequisite for moving on to the next unit, and 5) human proctors asarbiters of unit mastery. PSI has been shown to be effective in many educational settings, particularly universities(Kukik et al., 1979; Mannion et al., 2023), and has been applied to distance education (Grant & Spencer,2003).
Blended learning using PSI has been practiced in Japanese correspondence high schools. Kato et al. (2022)
designed face-to-face blended learning classes using PSI in mathematics at a correspondence high school. The
quantitative analysis showed that students were highly satisfied and motivated to learn, and the course dropout rate
improved. However, the challenge is that no qualitative analysis was conducted and design principles for face-to-faceclasses in correspondence schools were not considered and proposed. The purpose of this study is to propose aprototype of design principles for face-to-face mathematics classes in correspondence high schools, based on aqualitative analysis of the design and implementation.

Methods

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The primary goal of DBR is to design learning opportunities and produce theories of learning related tothose opportunities through iterative cycles of design, implementation, analysis, and redesign (The Design-Based
Research Collective, 2003). In this study, only one cycle of design, implementation, and analysis was conducted, anda prototype design principle was considered from the results.
This study was conducted in 2022 with 270 students taking the required “Mathematics 1” course at acorrespondence high school in Japan. In this course, the three requirements for course completion were: 1) passing
nine practice problem reports, 2) attending at least three face-to-face classes, and 3) scoring at least 30% on the regularexaminations. Each face-to-face class lasted 50 minutes and was taught by two teachers, one of whom was the firstauthor with a maximum of 40 students.
Figure 1 shows the process flow of the face-to-face class in this study. The face-to-face class was designedwith the following three intentions: 1) to adapt students from diverse academic backgrounds, 2) to promote selflearning at home before and after the face-to-face class, and 3) to consider students' difficulties in mathematics. The
design of the face-to-face classes in this study included 12 features ((1) ~ (12) in Figure 1), six features (4), (7), (8), (9),(10), and (11) in Figure 1) were PSI's, while the other six features ((1), (2), (3), (5), (6) and (12) in Figure 1) were original
to this study. PSI is not only simply implementation of the original model but requires adaptation to the context ofpractice (Purao et al., 2017). Hence, the design of the face-to-face class in this study included not only the features of
PSI, but also the original features of this study.
Personalized instruction in face-to-face classes in this study were implemented in consideration of thestudents' difficulties with interpersonal relationships. Student with school refusal tend to be overly sensitive to theirinterpersonal relationships (Inoko et al., 2011). Therefore, it is assumed that personalized instruction that takes
Figure 1
The process flow of the face-to-face class in this study

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interpersonal relationships into consideration is necessary in correspondence high schools where many students haveexperienced school refusal. Osato & Ogawa (2013) reported face-to-face seating during interviews increases anxiety
compared to side-by-side and right-angled positions. Therefore, personalized instruction in this study was conducted
standing in a side-by-side or right-angle position rather than face-to-face. During personalized instruction, positive
feedback was actively provided to help students feel more confident in mathematics. In addition, during personalized
instruction, attention was paid to eye contact, gaze, posture, facial expression, and loudness of voice, referring to thenon-verbal counseling techniques of The Japan Institute for Labor Policy and Training (2016).
In order to qualitatively analyze the effectiveness of the design and implementation of the face-to-faceclasses, open-ended questionnaire surveys were conducted with students. The questionnaire surveys were conducted
once at the end of the first and second semester, respectively. The questionnaire survey included three items: 1) good
points of the face-to-face classes, 2) bad points of the face-to-face classes, and 3) other impressions of the face-to-faceclasses. The free response data were analyzed using the thematic analysis. Thematic analysis was conducted withreference to Braun & Clarke (2006). Specifically, the analysis was conducted in four stages: 1) repeated perusal ofdescriptive data, 2) coding, 3) extraction of themes by classifying similar codes, and 4) evaluation and improvement of
the fit between descriptive data, codes, and themes. 1) to 3) were conducted by the first author, and 4) was conductedcollaboratively by the authors.

Results & Discussion
Responses to the open-ended questionnaire survey were obtained from 45 students in the first semester and23 students in the second semester, for a total of 115 items. Table 1 shows the five themes resulting from the thematic
analysis of the free-response statements, the codes classified into each theme, and the number of occurrences of eachcode ([theme] and <code> (number of occurrences)). Three of the themes were based on positive description:[Elaborating design of face-to-face classes], [Consideration and devices of personalized instruction] and [Other effects],
and two were based on negative opinions: [Learning needs not being addressed] and [Differences in views of learning].
In some cases, only one code was assigned to each description, while in other cases, multiple codes were assigned toeach description. Below, this paper discussed the top three codes that received 10 or more positive descriptions.
The top two codes that occurred most frequently were <Personalized instruction> (28), <Self-paced
learning> (13), which belong to [Elaborating design of face-to-face classes]. The most frequent positive description of<Personalized instruction> suggests that the need for and effectiveness of personalized instruction in the design offace-to-face classes is high in correspondence high schools because of the diverse academic backgrounds of thestudents enrolled there. U.S. Department of Education (2017) defined that personalized learning refers to instructionin which the pace of learning and the instructional approach are optimized for the needs of each learner. Therefore,
Table 1
The five themes obtained, the codes classified into each theme, and the number of occurrences of each code
P or N[Thema]<Code> (the number of occurrences)
Personalized instruction (28), Self-paced learning (13), Implementation of unit tests
Elaborating(9), Practice opportunities through practice tests (3), Easy-to-understand selfP
design of facelearning materials (3), Self-learning at home to pass unit tests (2), Unit tests that can
to-face classes
be taken as many times as needed until passed (1), Taking the unit test after
submitting a report (1)Considerations
Kindness of teachers (10), Clarity of personalized instruction (7), Politeness ofand devices of
personalized instruction (6), Positive feedback from teachers (5), Teaching methodP
personalizedof giving hints and making students realize by themselves (2)instruction
Enjoyment of face-to-face classes (6), Experience with fresh face-to-face teachingstyle (2), Overcoming math difficulties (2), Comfortable learning environment (2),P
Other effects
Face-to-face classes in general (2), Overcoming math dislike (1), Overcoming mathanxiety (1), Overcoming examination anxiety (1)Requests for advanced learning content (3), Anxiety about passing the unit tests (2)Difficulty taking the unit test due to many students (2), Requests for improvements
Learning needs
to practice tests (2), Difficulties of the unit tests (1), Resistance to the method ofN
not beingtaking the unit tests (1), Requests for more opportunities for face-to-face instruction
addressed(1), Difficulty of the learning content (1), Long waiting times (1), Nervousness (1),Requests for paper materials (1)Requests for lecture-style face-to-face classes (2), negative effects of complete
Differences inNmastery learning (1), confusion about using tablet devices (1), limited opportunities
views of learning
for face-to-face classes (1)P: Based on positive description, N: Based on negative description

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self-paced learning is considered an essential component of the implementation of personalized instruction. In
addition, since students' daily self-paced learning at home is self-paced learning, implementation of self-paced learning
is a suitable design for face-to-face classes at school.
The third codes that occurred most frequently was <Kindness of teachers > (10), which belong to[Considerations and devices of personalized instruction]. Many students in correspondence high schools haveexperienced school refusal, and students with school refusal tend to be overly sensitive to interpersonal relationships(Inoko et al., 2011). Personalized instruction in this study were implemented in consideration of the students'
difficulties with interpersonal relationships. The large number of positive descriptions of <teacher kindness> suggeststhat interpersonal considerations are important when personalized instruction is conducted in face-to-face classes atcorrespondent high schools.

Conclusion
Based on previous discussions, this paper proposes "implementation of personalized instruction withconsideration for interpersonal relationships" and "implementation of self-paced learning" as prototypes of designprinciples for face-to-face classes in correspondence high schools. A future work is to verify and improve the prototypeof the design principles proposed in this paper in multiple cycles of design research.

References
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: the new normal andemerging technologies. International journal of educational technology in Higher education, 15, 1-16.
Garrison, D. R. & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education.
Internet and Higher Education, 7：95–105.
Grant, L.K., Spencer, R.E. (2003): Personalized System of Instruction: Review and Applications to Distance
Education, The International Review of Research in Open and Distributed Learning, 4(2), 1-17.
Inoko, K., Aoki, T., Kodaira, K., & Ōsawa, M. (2011). School Refusal Feelings in Japanese Children. Asian Journal of
Psychiatry, 4. https://doi.org/10.1016/S1876-2018(11)60190-1.
Kato, K., Suzuki, K., Goda, Y., Kubota, S. (2022): Practice by Comprehensive Support Design for Credit Acquisition
Using Personalized System of Instruction in Correspondence High School Mathematics. Japan Journal of
Educational Technology, 46(Suppl.), 117-120.
Keller, F. S. (1968). “GOOD-BYE, teacher …”. Journal of Applied Behavior Analysis, 1(1), 79‒89.
Kulik, J. A. et al. (1979): A meta-analysis of outcome studies of Keller's personalized system of instruction, American
psychologist, 34(4), 307-318.
Mannion, A. et al. (2023): Personalized System of Instruction in Higher Education: A Systematic Review, Journal of
Behavioral Education, https://doi.org/10.1007/s10864-023-09530-8
Osato, E., & Ogawa, N. (2003). Effects of Seating Positions on Heart Rates, State Anxiety, and Estimated Interview
Duration in Interview Situations. Psychological Reports, 93, 755 - 770. https://doi.org/10.2466/pr0.2003.93.3.755.
Purao, S., Sein, M., Nilsen, H., & Larsen, E. Å. (2016). Setting the pace: Experiments with Keller's PSI. IEEE
Transactions on Education, 60(2), 97-104.
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A
systematic review. Computers & Education, 144, 103701.
The Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry.
Educational researcher, 32(1), 5-8.
The Japan Institute for Labour Policy and Training (2016). Shokugyo soudan bamen ni okeru kyaria riron oyobi
kaunseringu
rironnokatsuyofukyu
nikansurubunkenchosa,
https://www.jil.go.jp/institute/siryo/2016/165.html
U.S. Department of Education (2017): Reimagining the Role of Technology in Education: 2017 National Education
Technology Plan Update, https://tech.ed.gov/files/2017/01/NETP17.pdf
Watson, W. R. & Watson, S. L. (2016). Principles for Personalized Instruction. Reigeluth, C. M., Beatty, B. J., & Myers,
R. D. (Eds.). Instructional-design theories and models, Volume IV: The learner-centered paradigm of education. Routledge.

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Effects of SVVR-Based QOO Strategy and Learning Motivation on
Cognitive Load and Cognitive Engagement
Yi-Pin Huang
Wenzhou University, China
yphuang09@163.com
Ning-Ning Chen
Wenzhou University, China
1668757931@qq.com
Rida Farah
Chonnam National University, Republic of Korea
farahridaens@gmail.com
Pre-service teachers suffer from a lack of maker education environments (i.e., Makerspaces). To solve this problem, thisstudy designed and developed spherical video-based virtual reality (SVVR), and proposed a QOO (Question, Observation,
Organization) strategy to support pre-service teachers’ maker education. Hence, this study aimed to examine the effects of
SVVR-based QOO strategy and learning motivation level on cognitive load and cognitive engagement. 64 pre-service
teachers participated in this quasi-experimental study. The experimental group employed the SVVR-based QOO strategy
and the control group employed the SVVR-based conventional strategy. The results demonstrated that SVVR-based QOO
strategy had no significant effect on students’ cognitive load and cognitive engagement. Furthermore, pre-service teachers withhigh levels of motivation had significantly lower cognitive load and higher cognitive engagement than those with low levels of
motivation. There was no interaction effect between independent variables. This study provides some implications forpromoting maker education among pre-service teachers.

Keywords: Cognitive Engagement, Cognitive Load, Learning Motivation, Maker Education, SVVRbased QOO Strategy

Introduction
The rise of the Maker movement has globally contributed to the prevalence of Maker education. Maker education is a
new type of educational practice which aims to foster creativity (Jia et al., 2021). It views learning as a shared, social
process based on the design and production of physical objects (Halverson & Sheridan, 2014). Despite the fact that
K-12 education has established many Makerspaces and actively promoted maker education, there is still a shortage ofteachers for maker education. Therefore, it is necessary to cultivate pre-service teachers in colleges and universities toengage in maker education. However, the insufficient construction of the makerspaces in colleges and universities is
one of the most important factors limiting the cultivation of pre-service teachers for maker education. In order toimmerse pre-service teachers in a makerspace to experience the maker education, this study used spherical video-based
virtual reality (SVVR) to present authentic contexts. SVVR is a new and innovative learning tool with simple operation,
low cost, and great potential. SVVR provides learners with an immersive virtual experience by embedding 360-degree
spherical videos or photographs in VR glasses (Yang et al., 2024). According to the constructivism learning theory, theQuestion, Observation and Organization (QOO) strategy was also proposed for instructors to guide students in
SVVR-supported learning process (Chien & Hwang, 2022). The aim of this study was to investigate the effects of
SVVR-based QOO strategy on cognitive load and cognitive engagement while considering pre-service teachers’
learning motivation level. There are two research questions: (1) What effects do SVVR-based QOO strategy andlearning motivation on cognitive load? (2) What effects do SVVR-based QOO strategy and learning motivation on
cognitive engagement?

Research Design & Methods
SVVR-based QOO Strategy. The researchers utilized Eduventure-VR (https://www.vr.ev-cuhk.net/?lang=zh) tobuild an SVVR-based makerspace from 360-degree panoramic pictures taken at an elementary school. According to
the Constructivism Learning Theory and previous studies (e. g., Chien & Hwang, 2022), SVVR-based QOO strategy
was proposed for the instructor to guide pre-service teachers in SVVR-supported learning processes. During the “Q-

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question” phase, the instructor provided guiding questions, which could help pre-service teachers understand the main
points of observation when learning in the SVVR environment. In the “O-observation” phase, using cell phones and
HMDs, participants were placed in a 360-degree human-recorded real-world environment, where they were able toobserve the makerspace from all directions and acquire Maker learning knowledge. The participants worked in small
groups. In the “O-organization” phase, each group discussed what they had learned, searched for more informationon the Internet, and ultimately generated collaborative mind maps. Then, the group presented their mind maps.
Participants. Sixty-four pre-service teachers from a university in Zhejiang Province took part in this study, including
33 in the control group and 31 in the experimental group. The participants were divided into high and low groups
based on the median of learning motivation (Median = 23), with 33 students with high motivation level and 31 students
with low motivation level. None of the participants had used SVVR before the experiment.
Instruments. The questionnaire used to measure Learning Motivation was adapted from Pintrich et al.’s (1991)
extrinsic motivation section and Wang and Chen’s (2010) intrinsic motivation section, and consisted of six questions(e.g., “In maker learning, I prefer course material that really challenges me so I can learn new things”). The Cognitive
Load questionnaire was adapted from the scale proposed by Hwang et al. (2013), consisting of eight items (e.g., “Thelearning content in this learning activity was difficult for me”). The Cognitive Engagement Questionnaire was adaptedfrom the scale designed in Elmaadaway (2018) and Jamaludin and Osman (2014), and consisted of seven questions(e.g., “I always ask the instructor about difficult content”). All three questionnaires used a 5-point Likert scale. The
Alpha values for these questionnaires were 0.69, 0.88, and 0.81, respectively.
Experimental Procedure. This study employed a quasi-experimental design. One week prior to the experiment, theparticipants completed the learning motivation questionnaire. During the experiment, the participants in both groups
were trained to use the Eduventure mobile app and VR glasses. Next, the experimental group implemented the SVVRbased QOO strategy to learn about maker knowledge, and the control group employed the conventional SVVR-based
strategy. At the end of the experiment, the participants completed questionnaires on cognitive load and cognitive
engagement.

Results
Analysis of Cognitive LoadAs shown in Table 1, the two-way ANOVA results indicated that the SVVR-based QOO strategy had no significant
effect on cognitive load, F = .31, p >. 05. Specifically, there was no significant difference in cognitive load between thecontrol group (M = 20.64, SD = 5.73) and the experimental group (M = 20.39, SD = 4.88). The participants with highlevels of learning motivation (M = 18.82, SD = 4.57) had significantly lower cognitive load than those with low levelsof learning motivation (M = 22.32, SD = 5.48,), F = 7.76, p < .01. The value of partial η² was .114, which means a
medium effect size. Additionally, there was no interaction between SVVR-based QOO strategy and learning
motivation in terms of cognitive load, F = .50, p > .05.
Table 1
Two-way ANOVA results of cognitive load
Source

SS

df

MS

F

p

partial η²Strategy

8.09

1

8.09

.31

.578

.005

Learning motivation

200.301

200.307.76**.007.114

Strategy * Learning
motivation

12.99

1

12.99

.50

.481

.008

Error

1549.0960

25.82** p < .01.

Analysis of Cognitive Engagement

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As demonstrated in Table 2, the results showed that the SVVR-based QOO strategy had no significant effect on
cognitive engagement, F = .14, p >. 05. Specifically, there was no significant difference in cognitive engagement
between the control group (M = 25.06, SD = 3.44) and the experimental group (M = 24.39, SD = 3.84). The
participants with high levels of leaning motivation (M = 26.24, SD = 3.58) displayed significantly more cognitive
engagement than those with low levels of leaning motivation (M = 23.13, SD = 2.96,), F = 13.64, p < .001. The valueof .185 for partial η² illustrates the large effect size. Additionally, there was no interaction between SVVR-based QOO
strategy and learning motivation in terms of cognitive engagement, F = .82, p > .05.
Table 2
Two-way ANOVA results of cognitive engagement
Source

SS

df

MS

F

p

partial η²Strategy

1.51

1

1.51

.14

.713

.002

Learning motivation

150.731

150.7313.64***

.000

.185

Strategy * Learning
motivation

9.02

1

9.02

.82

.370

.013

Error

663.1960

11.05

Discussion & Conclusion
This study explored how SVVR-based QOO strategy and learning motivation influence pre-service teachers’ cognitive
load and cognitive engagement. It, including 64 participants, was conducted through applying a quasi-experimental
design. Two-way ANOVAs were implemented to analyze the two research questions. The following is a discussion of
the research findings.
The results showed that the SVVR-based QOO strategy had not significant effect on cognitive load and cognitive
engagement. The findings seem to contrast with previous studies (e. g., Chien & Hwang, 2022), which found SVVRbased QOO strategy significantly improved the students’ world cultures presentation performance in terms of accuracy,organization, and relevance. These results may be due to the fact that both groups of students were learning with
SVVR for the first time. The participants had a strong curiosity about SVVR technology and this curiosity could help
them actively use their working memory to understand (and process) instructional materials and encode theinformation they were about to acquire in order to store it in their long-term memory, so the emergence of the newtechnology may have weakened the QOO strategy. Meanwhile, this might also be due to the short duration of theexperiment. The study also showed that the participants with high motivation levels had significantly lower cognitive
load and higher cognitive engagement than those with low motivation levels. Highly motivated learners displayed highwillingness to invest their efforts in learning tasks and often had clear goals, which helped them focus their attention
and resources on relevant information and processes, resulting in lower cognitive load and higher cognitive engagement.
However, this study has some limitations. First, the duration of the experiment was short. Second, all participants wereexperiencing SVVR for the first time. Therefore, future studies may consider extending the duration of the intervention
and allowing participants to become more familiar with SVVR in order to investigate the effectiveness of QOO strategy.

References
Chien, S. Y., & Hwang, G. J. (2022). A question, observation, and organisation-based SVVR approach to enhancing
students’ presentation performance, classroom engagement, and technology acceptance in a cultural course.
British Journal of Educational Technology, 53(2), 229-247. https://doi.org/10.1111/bjet.13159
Elmaadaway, M. A. N. (2018). The effects of a flipped classroom approach on class engagement and skill performanceinablackboard
course.
BritishJournalof
Educational
Technology,
49(3),
479-491.
https://doi.org/10.1111/bjet.12553

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Halverson, E. R., & Sheridan, K. (2014). The maker movement in education. Harvard Educational Review, 84(4), 495504. https://doi.org/10.17763/haer.84.4.34j1g68140382063
Hwang, G. J., Yang, L. H., & Wang, S. Y. (2013). A concept map-embedded educational computer game for improving
students' learning performance in natural science courses. Computers & Education, 69, 121-130.
https://doi.org/10.1016/j.compedu.2013.07.008
Jamaludin, R., & Osman, S. Z. M. (2014). The use of a flipped classroom to enhance engagement and promote active
learning. Journal of Education and Practice, 5(2), 124-131.
Jia, Y., Zhou, B., & Zheng, X. (2021). A curriculum integrating STEAM and maker education promotes pupils’ learning
motivation, self-efficacy, and interdisciplinary knowledge acquisition. Frontiers in Psychology, 12, Article 725525.
https://doi.org/10.3389/fpsyg.2021.725525
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the motivated strategies forlearning questionnaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning.
Wang, L. C., & Chen, M. P. (2010). The effects of game strategy and preference-matching on flow experience andprogramming performance in game‐based learning. Innovations in Education and Teaching International, 47(1), 3952. https://doi.org/10.1080/14703290903525838
Yang, G., Zhou, W., Rong, Y. D., Xu, Y. J., Zeng, Q. F., & Tu, Y. F. (2024). Designing a second-order progressive
problem-based scaffold strategy to promote students’ writing performance in an SVVR environment. Education
and Information Technologies, 1-30. https://doi.org/10.1007/s10639-023-12418-9

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Developing a Teacher Training Program
to Enhance Teachers' XR Competency: Applying the RPISD Model
Kyungwook Jeong
Seoul National University, South Korea
carlwook@snu.ac.kr
Jahyun Jeong
Seoul National University, South Korea
wwogus826@snu.ac.kr
Minju Kang
Seoul National University, South Korea
minjuk@snu.ac.kr
Sunyoung ShinSeoul National University, South Korea
welcome_j@snu.ac.kr
Cheolil Lim*
Seoul National University, South Korea
chlim@snu.ac.kr
Abstract
Extended Reality (XR) technologies offer transformative opportunities for education, but schools face challenges in
implementation due to their complexity and teachers' lack of experience. This study developed a training program to enhanceteachers' XR competencies using the Rapid Prototyping Instructional Systems Design (RP-ISD) model. The process involved
analysis, design, iterative usability tests for refinement of prototypes, development, and implementation. Repeated usability
tests verified its validity and applicability. The XR training program is expected to support teachers in providing immersive
learning experiences, thereby improving education quality. The developed 'Administrator Manual, Instructor Manual, andLearner Manual' will offer clear guidance throughout the training process, enabling teachers to use XR technologies effectively
in classrooms. This contribution is anticipated to significantly promote the adoption of XR in educational practices.

Keywords: Extended Reality, RP-ISD, Teacher Training Program, Teacher’s XR Competency, XR

Introduction
XR(eXtended Reality) is becoming an essential element for improving the quality of education in schools by
overcoming spatial constraints and providing authentic experiences that can motivate learners and encourage their
participation(Cárdenas-Sainz et al., 2023; Eames & Aguayo, 2020). However, despite teachers' high recognition of theusefulness and effectiveness of XR technology, they are unable to actively utilize new XR technologies in the classroom
due to low self-efficacy in XR usage(Jang et al., 2020) and lack of practical experience. Considering the complexity of
XR technology and the specificity of its educational application, the development of training programs requires theassistance of content experts and a systematic instructional design approach. Therefore, this study aims to develop a
training program to enhance teachers' XR technology utilization competency using the RP-ISD(Rapid Prototyping
Instructional Systems Design) model, and to validate its effectiveness and applicability through usability evaluation.

Research Design & Methods
The training program to enhance teachers' XR utilization competency was developed by applying the RP-ISD(Rapid
Prototyping Instructional Systems Design) model as an instructional systems design methodology. The RPISD modelis an alternative instructional systems design model to traditional ISD models which focus on the step-by-stepcharacteristics of instructional systems design. In the context of corporate education, it rapidly creates prototypes
through continuous interaction with various educational stakeholders, and develops user-centered educational

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programs through iterative usability evaluations(Lim & Yeon, 2015). Accordingly, this study analyzed the target
learners(teachers) and context of the educational program following the RP-ISD model's procedures, and developed
a teacher training program through continuous interaction with clients, experts, and learners via iterative prototype
design and usability evaluations.

Results
In this research, the Rapid Prototyping Instructional Systems Design (RP-ISD) model was applied to develop a
training program aimed at enhancing teachers' XR competencies. The process involved several stages: initial meetings
to set project goals, extensive needs analysis including performance, discrepancy, and context analyses, and iterative
design phases. Multiple prototypes were developed, each refined through successive usability tests involving
stakeholders such as clients, Subject Matter Experts(SME), and field experts. This approach ensured the training
program was both effective and tailored to real-world educational needs and to the school field, demonstrating theadaptability and benefits of the RP-ISD model in developing educational training programs.
Table 1
Implications Derived from Needs Analysis Results
Implications

Challenges in XR Utilization

Considerations for Training
Program Design

Need for Technical Supportand Infrastructure
Improvement

Needs Analysis Results-Difficulties arise from various aspects including hardware, software, usability
challenges, sales policies, copyright issues, lack of awareness about XR, andinadequate educational utility.
-Focus on the functional aspects of using XR and XLMS.
-Practicum-oriented teacher training.
-Need to integrate the training with the subject content managed by the teachers.
-Setting training durations that consider realistic school schedules (within 2 hours). Development of training materials that can be effectively used in the school
environment.
-Sufficient availability of devices (at least two persons per device).
-Systematic management is necessary to ensure the continuity and sustainability ofthe training.
-Demand for education on how to use the devices.

Training Objectives Derived from Task Analysis:
The instructional goal 'Teachers can effectively manage lessons using XR technology' was analyzed according toprocedure. The training program progresses from understanding to application, and then to design. Trainees first
thoroughly grasp the fundamental principles and operational mechanisms of XR technology. Based on thisunderstanding, they will apply XR technology within the actual context of teaching and finally, design their own XRenhanced lessons(Figure 1).

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Figure 1
XR Training Framework Developed from Task Analysis Results.

Prototype Development and Usability Tests:
Considering the actual training time in the educational field and the systematic management and continuity of the
training process, a total of six training sessions are developed, divided into three modules (understanding, application,
design) with two sessions each. The training framework provides customized training paths based on the priorknowledge level of XR(Figure 2).
Figure 2
XR Training Module Selection Flowchart

Development & Implementation:
During the development phase, the 'Teacher XR Competency Enhancement Training Program' was developed basedon agreements reached through multiple rounds of usability evaluations and revisions. This study resulted in thecreation of final outputs including an Administrator Manual, an Instructor Manual, and Learner Materials. The
composition of the final outputs is detailed in the Table 2 below.
And to implement this training program, a pilot test is scheduled for the second half of the 2024 academic year
targeting teachers at Y Elementary School. Through this pilot test, we plan to use a t-test to compare the impact of M
Company's existing training program and the training program developed in this study on teachers' XR competency,
and to analyze its effectiveness. After the pilot test, in collaboration with Y Elementary School, which serves as a
training hub, this training program will be applied to teacher training sessions organized by the G Education Support
Office to further validate its effectiveness throughout the implementation process.
Table 2
Final Development
Manual Type

Results

Administrator Manual

Overview of the training program, content for each session, and considerations
before, during, and after the training.

Instructor ManualTraining outline, instructional materials.

Learner Manual

Examples of XR lessons, FAQs, appendices.

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Discussion
This study highlights the essential need for structured and engaging approaches when incorporating XR technology
into educational frameworks. Utilizing the Rapid Prototyping Instructional Systems Design (RP-ISD) model, theresearch showcases the development of an effective training program that significantly boosts teachers' abilities to use
XR tools. This tailored program not only supports teachers in applying XR technology effectively but also prepares
them to overcome challenges in lively classroom settings. The discussion could explore how adaptable the RP-ISD
model is to the ever-evolving field of educational technology, the notable boost in teachers' confidence and skills, andthe potential impact of such training on educational quality and student engagement. The creation of detailed manuals
and a methodical training approach also underscore the possibility of expanding these solutions to various educational
scenarios, meeting diverse needs.

Conclusion
This study emphasizes the need for a systematic and participatory approach to maximize the educational use of XR
technology. It is expected that the training program developed through the RP-ISD model will provide evidence of its
effectiveness in enhancing teachers' XR competencies. The teacher XR competency enhancement training program
developed through this research will offer clear guidance and practical support through the Administrator Manual,
Instructor Manual, and Learner Manual, enabling teachers to confidently utilize XR technology in the classroom.

References
Cárdenas-Sainz, B. A., Barrón-Estrada, M. L., Zatarain-Cabada, R., & Chavez-Echeagaray, M. E. (2023).
Evaluation of eXtended reality(XR) technology on motivation for learning physics among students in mexican
schools. Computers & Education: X Reality, 3, 100036.
Eames, C., & Aguayo, C. (2020). Education outside the classroom: Reinforcing learning from the visit using
mixed reality. Journal issue, (2).
Fink, L. D. (2013). The current status of faculty development internationally. International Journal for the Scholarshipof Teaching and Learning, 7(2). https://doi.org/10.20429/ijsotl.2013.070204
Jang, J., Shin, W., & Ko, Y. (2020). Latent profile analysis and exploration of influencing variables on teachers'
perception of using AR·VR technology in teaching. Educational Information and Media Research, 26(2), 367–393.
Lim, C., & Yeon, E. (2015). Corporate education program development and instructional system design. Education Science,
Korean Education Science.
Suzuki, T. (2010). Media in education and the method. Educational Technology Research and Development, 16,
10-15.
Suzuki, T., Yamada, H., & Sato, A. (2000). Media in education: Creative problem solving (3rd ed.). ABC Press.

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Empowering Pre-Service Teachers: Fostering Self-Efficacy
in ICT Integration for Educational DX
Masayuki Kudo
Fuji Women’s University, Japan
caddisk@fujijoshi.ac.jp
Abstract: Preparing students for the digital world beyond the classroom is not just a choice but an urgent necessity. With technology
integrating all aspects of our lives, including education, immediate action is necessary; thus, integrating Information and Communication
Technology (ICT) in education is no longer a slogan. The Ministry of Education, Culture, Sports, Science, and Technology in Japan(MEXT) has taken a step forward by implementing Educational DX. To address this policy, MEXT in Japan has made it
mandatory to include a course on ICT use in education for pre-service teacher training programs. However, pre-service teachers may have
had limited exposure to ICTs in their past education and may need support effectively using these tools in their training. Prioritizing
training programs for pre-service teachers that foster functional classroom ICT utilization is required. Equipping them with metacognitive learning activities with practical ICT uses in classrooms can create a positive learning environment that boosts students' selfconfidence in a digital world. The present study delves into the effectiveness of online reflective activity, a powerful tool for activeclassroom participation. This approach, when used effectively, can foster targeted learning outcomes, significantly increasing students'
confidence and self-efficacy. The study's findings not only confirm the effectiveness of this approach but also suggest that it can provide
better motivation for specific skills in using ICTs in educational settings, thereby highlighting a positive change in the self-efficacy of ICT
use in the class.

Keywords: Self-efficacy, Reflection, Cognitive engagement, ICT use in the classroom

Background

Introduction

The current shift of education through digital technology is not only significant but also urgent. It is imperative toprepare our students for the digital age beyond traditional classrooms. Technology, including education, is anindispensable part of our lives and demands immediate action. Therefore, integrating Information and Communication
Technology (ICT) into education is more than just a mere slogan. The Ministry of Education, Culture, Sports, Science,
and Technology in Japan (MEXT) has taken significant steps by creating a more dynamic, interactive, and personalized
learning experience, offering technology-rich classrooms.
By integrating ICT into the curriculum, we face a strong necessity to empower our students to develop essential skills
such as critical thinking, problem-solving, and digital literacy. These skills are crucial in an era where artificial
intelligence, big data, and the Internet of Things (IoT) become increasingly prevalent. Schools across Japan are being
provided with high-speed internet, computers, and interactive learning platforms. But this transformation is not justabout using technologies in the classrooms; it's about our educators’ competency to utilize them. They should be readyto implement innovative resources and methods to improve their teaching, making them more integral than ever inthe process of creating engaging and effective lessons.
The Role of Self-Efficacy in Enhancing Learning Outcomes
Providing engaging learning experiences in an instructional context has been widely receiving attention. Literature has
seen a variety of studies on engagement, including the influence of parents (Goodall & Montgomery, 2014) and peers(Furrer et al., 2014; Jeynes, 2007). The literature supports that Self-efficacy (Bandura, 1997), defined as an individual's
belief in their ability to succeed in specific situations or accomplish a task, significantly influences learning outcomes(Pintrich & Schunk, 1996). Various studies have highlighted the importance of self-efficacy in shaping students'
engagement and better learning (Linnenbrink & Pintrich, 2003; Pajares & Miller, 1994). Self-efficacy has been foundto impact students' behavioral, cognitive, and motivational engagement in the classroom, making it a crucial factor inpromoting learning (Reeve, 2012; Schunk & Mullen, 2012).
While empirical evidence suggests that self-efficacy beliefs play a crucial role in shaping individuals' thoughts, feelings,
motivation, and actions, the belief in task completion ultimately leads to increased effort and persistence in challenging
tasks. This cyclical relationship between self-efficacy, motivation, and engagement underscores the significance ofself-efficacy in sustaining students' learning progress. Drawn by Linnenbrink and Pintrich (2003), a causal relation
between self-efficacy and engagement: “self-efﬁcacy is related to the quantity of effort and the willingness to persist at
tasks (Bandura, 1997; Schunk, 1989; 1991). Learners with high self-efficacy are more likely to demonstrate higher

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levels of motivation and engagement, promoting their competence. Thus, Schunk & Mullen (2012) hypothesized that
“self-efficacy influences motivation, which affects engagement. Also, individuals with strong efﬁcacy beliefs are more
likely to exert effort in the face of difﬁculty and persist at a task when they have the requisite skills (Linnenbrink and
Pintrich, 2003). As students are engaged in learning, they see that they are making progress, which helps sustain theirself-efficacy and motivation” (p.408).
The Reflective Activities to Empower Self-Efficacy
There has been much discussion on identifying key self-regulatory processes or factors that contribute to selfestablished learning (Hall & Götz, 2013) that consequently enhance confidence in learning content. Metacognitive
processes, especially reflective learning, are found to be powerful tools for boosting self-efficacy. Engaging in reflective
learning activities like summarizing and self-monitoring can enhance learners' understanding and self-regulation,
ultimately strengthening their sense of efficacy (Zimmerman & Cleary, 2009). Actively engaging in reflective practices
equips learners to monitor and regulate their learning effectively. This active involvement in learning enables them toset specific, achievable goals, track their progress, and adjust their strategies as needed. These practices not only
improve academic performance but also enhance learners' confidence in their ability to succeed, thereby enhancing
their overall self-efficacy.
Reflective learning also empowers students to critically evaluate their learning processes and outcomes, enabling themto identify their strengths and weaknesses. Furthermore, integrating reflective learning into the academic context canlead to a more personalized learning experience. Students can tailor their learning strategies to suit their needs, making
learning more effective and even empowering. Moreover, by providing regular opportunities for reflection on theirlearning, reflective learning helps students develop the skills necessary for lifelong learning (Moon, 2004).
Thus, the study posed a question: Does reflective activity contribute to a higher level of perceived selfefficacy in ICT utilization?

Research Design & Methods
Participants. A quasi-experimental study was conducted at a women's college in Japan. The class met eight times inperson with employing a Learning Management System (LMS) where students can post, submit, and discuss after theclass. The study was part of an 8-week course called "ICT Use in the Classroom," which aimed to encourage futureteachers to use ICT tools. The students were requested to bring their own devices (BYOD) to the classroom and use
them during lessons. There were a total of 48 students: 24 from the Faculty of Letters (English literature and linguistics,
Japanese literature and linguistics, History, Sociology, and Psychology) and 24 from the Faculty of Human Science(Home Science, Nutrition studies, Nursery and Elementary Education).
Assessments and Measures. Students were allowed to bring and use any digital device for the task, with smartphones
being the most commonly used. Following each class session, all participants were asked to participate in an online
reflection activity conducted on the school's LMS. All students had free access to the reflective task with brief guidance.
The completion rate of reflective activities was 73.8%.

After completing the course, 45 participants joined in the survey. In the survey, they completed a questionnaire about
integrating ICT into the classroom. The survey consisted of 16 items under four (I to IV) categories and was based ona checklist called “ICT utilization competency checklist” developed by the MEXT. Each survey question aimed toevaluate the participants' confidence in effectively using ICT under various tasks in a classroom setting, including how
they are confident in instructing their future students to use ICTs. Upon the class's conclusion, the questionnaire wasdistributed. This specifically designed questionnaire provided participants with the acknowledgment to rate theircurrent confidence in each criterion on a scale of 0 to 100. The categories are divided into four categories:
I.

Capability to utilize ICT for preparing teaching materials, instruction, assessment, and school administrative
tasks (Use ICT for educational tasks and school administration)
II. Capability to use ICT in teaching lessons (Teach with ICT)
III. Capability to guide students in the use of ICT (Guide student ICT use)
IV. Capability to instruct on the knowledge and attitudes fundamental to information use (Teach information
literacy skills)
For the analysis, the participants were divided into two groups: the "reflection group," who submitted reflections ofmore than 300 words on average in each entry, and the "less-reflection group," consisting of individuals who submitted
relatively brief reflections (less than 300 words on average for an entry) or none. This grouping allowed for acomparative analysis of the impact of reflective activities on the participants' level of perceived self-efficacy. The self-

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efficacy data was analyzed using analysis of variance to compare the development of self-efficacy throughout the eightclasses. The data was gathered and analyzed according to a research question. The preliminary analysis of numeric data
was computed to obtain summary statistics using computer software, namely Microsoft Excel and IBM SPSS Statistics
version 27.

Results
The present study employed a two-way ANOVA (repeated/not repeated) for the questionnaire results of four levelsof the perceived self-efficacy for ICT use capability: I. Use ICT for educational tasks and school administration; II.
Teach with ICT; III. Guide student ICT use; IV. Teach information literacy skills. The means and standard deviations
for four levels of self-efficacy are presented in Table 1. The within-subject measure was the Before-After factor, andthe between-subject measure was the two types of Conditional Groupings (Reflection vs. Less Reflection).
Table
Table 11
The Discriptive Statistics of the Measureed Scores of Four Categories of Self-Efficacy in ICT Use

I
II
III
IV

M
148.44160.78149.11165.89Before Condition(n=45)
SD
Mse
Min
70.03110.44
060.8939.077
077.256
11.517070.52810.514
0

Max
280
280
340
345

M
257.09265.36254.09275.22After Condition(n=45)
SD
Mse
Min
59.1348.815
40
50.1877.481
160
64.9139.677
8059.045
8.802
150

Max
350
340
350
400

Effects on Category I to IV factors. A two-way ANOVA was performed to compare the average self-efficacy scores
across categories I to IV between two groups (Reflection and Less Reflection) and Before and After the course. The
group factor was considered between subjects, while the Before-and-After factor was considered within subjects. The
Results show a significant main effect for the Before-and-After factor, but no other main effects or interactions were
found. The result on Category I revealed no meaningful interaction was found (F(1, 43)= 0.195, p>.05). There was asimple effect on the Before-After factor (F(1, 43)= 113.532, p<.01). Then, result on Category II also revealed no
meaningful interaction was found (F(1, 43)= 0.428, p>.05). A simple effect was found on the Before-After factor (F(1,43)= 106.667, p<.01). The result of Category III revealed no meaningful interaction was found (F(1, 43)= 1.004,
p>.05). There was a simple effect on the Before-After factor (F(1, 43)= 85.261, p<.01). The Category IV revealed no
meaningful interaction was found (F(1, 43)= 1.067, p>.05). There was a simple effect on the Before-After factor (F(1,43)= 73.558, p<.01).

Discussion
The present study was conducted as an exploratory, seeking a better understanding of the nature of self-efficacy forskill-related attainment of higher levels of perceived self-efficacy: utilizing ICTs in the classroom for preservice teachers
by means of reflective activities, knowing that heightening self-efficacy can be a source of cognitive engagement(Linnenbrink & Pintrich, 2003).
Hence, the results of the study after 8 weeks indicated a clear and meaningful effect of the instruction as well as
reflection: the mean scores of participants’ perceived self-efficacy boosted when compared before and after the class.
These results empirically confirm that self-efficacy can be augmented by instructional interventions. However, there isno sign of developing self-efficacy along with the quantities of reflective activities (Reflection vs Less Reflection group).
The study expected that a higher development of self-efficacy for the use of ICT could be observed according to thequantities of the reflections as previous literature (c.f. Zimmerman & Cleary, 2009) argued. None of the four categories
itemized in the checklist has shown a significant difference in perceived self-efficacy of ICT utilization between before
and after the class by the groups. The study did not recognize the effects of reflective activities to enhance self-efficacy,
and the number of reflections on the perceived self-efficacy of the four types of ICT utilization categories did not finda meaningful contribution. Either way, less reflective activity does not directly lead to a lower level of efficacy. The 16item perceived self-efficacy for ICT utilization in the classroom found very little effect on the rate of reflective activities.
The study expected a higher development in perceived self-efficacy for the reflection group, whereas the less-reflectedgroups showed nearly the same level of self-efficacy in each item. There seem to be no special effects of reflective
activities that contribute to the increase of self-efficacy, simply by the number of words or entries.

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Conclusion
The study, which was exploratory, examined how reflective activities impact pre-service teachers' confidence in using
ICT in the classroom. While the study found an increase of self-efficacy in the ICT utilization by classes and reflective
activities after the class as well as reflective activities, the specific impact of reflective activities on confidence
development is still unclear.
However, the study found that self-efficacy certainly increased after class and reflective activities. The study couldn't
fully grasp how self-efficacy develops through reflective activities. The results didn't show a clear relationship between
the frequency of reflective activities and increased confidence, only a general increase before and after these activities.
Further research, including increasing the frequency of the questionnaire and qualitative analysis, is recommended toapprehend the relationship between confidence and reflective activities. It takes further examination and research tobetter understand the relationship between them.
The study's shortcoming was that it focused on the numeric data and analyzed it using categorical groupings. By
exploring the qualitative aspect of reflection and its development, as well as analyzing individual items, we can gain adeeper understanding of efficacy development. This comprehensive approach could provide valuable insights into thelink between confidence and reflective activities.

References
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: New York: W. H. Freeman and Company.
Furrer, C. J., Skinner, E. A., & Pitzer, J. R. (2014). The influence of teacher and peer relationships on students’classroom engagement and everyday motivational resilience. Teachers College Record: The Voice of Scholarship in
Education, 116(13), 101–123. https://doi.org/10.1177/016146811411601319
Goodall, J., & Montgomery, C. (2014). Parental involvement to parental engagement: A continuum. Educational Review,
66(4), 399–410. https://doi.org/10.1080/00131911.2013.781576
Hall, N. C., & Götz, T. (Eds.). (2013). Emotion, motivation, and self-regulation: A handbook for teachers (First edition). Emerald.
Jeynes, W. H. (2007). The relationship between parental involvement and urban secondary school student academic
achievement: A meta-analysis. Urban Education, 42(1), 82–110. https://doi.org/10.1177/0042085906293818
Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in theclassroom. Reading & Writing Quarterly: Overcoming Learning Difficulties, 19(2), 119–137.
MEXT (2018). Teacher's ICT Utilization Competency Checklist. Retrieved Jul. 4, 2024. from:https://www.mext.go.jp/a_menu/shotou/zyouhou/detail/__icsFiles/afieldfile/2019/05/17/1416800_001.p
df
Moon, J.A. (2004). A Handbook of Reﬂective and Experiential Learning. Routledge, New York, NY.
Pajares, F., & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A
path analysis. Journal of Educational Psychology, 86(2), 193–203.
Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. Christenson, A. L. Reschly, &C. Wylie (Eds.), Handbook of research on student engagement (pp. 149–172). Springer.
Schunk, D.H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting and self-evaluation.
Reading & Writing Quarterly, 19, 159-172.
Schunk, D. H., & Mullen, C. A. (2012). Self-efficacy as an engaged learner. In S. Christenson, A. L. Reschly, & C. Wylie(Eds.), Handbook of research on student engagement (pp. 219–236). Springer.
Shaw, E.J. (2007). The reading and writing self-efficacy beliefs of students with discrepant reading and writing
performance. Unpublished Doctoral Dissertation, Fordham University.
Zimmerman, B. J., & Cleary, T. J. (2009). Motives to self-regulate learning: A social cognitive account. In K. R. Wentzel& A. Wigfield (Eds.), Handbook of motivation at school (pp. 247–264). Routledge.
Zimmerman, B. J., Schunk, D. H., & DiBenedetto, M. K. (2015). A personal agency view of self-regulated learning:
The role of goal setting. In F. Guay, H. Marsh, D. M. McInerney, & R. G. Craven (Eds.), Self-concept, motivation,and identity: Underpinning success with research and practice (pp. 83–114). Information Age Publishing.

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Improving the Learning Environment for Social Studies with Oneto-One Devices
USAMI KEN
Teikyo University of Science, Japan
usamiken1214@gmail.com
KONNO TAKAYUKI
Meisei University, Japankonno@t-konno.net
This study seeks to clarify the factors that can improve the learning environment for junior high school social studies classes
using one-to-one devices. It captures teachers’ difficulties and conflicts and how they respond to them. The subjects were threeSocial Studies teachers at a junior high school in City A, Japan. Semi-structured interviews were conducted after the author’s
participant observation of the subject’s class. The data obtained were analyzed qualitatively, according to Sato (2008). The
analysis generated three categories and 11 subcategories. Of these, three factors to improve the learning environment for juniorhigh school Social Studies classes using One-to-One devices: First, teachers’ beliefs about Social Studies teaching; second,teachers’ understanding of the constructivist view of learning; third, teachers’ understanding of learning assessment such as
rubric assessment.

Keywords: One-to-One devices for Social Studies, Teachers’ Difficulties and Conflict, Learning
Environment, Teachers’ Belief, Constructivism

Introduction
Problem-solving learning using One-to-One devices
In the 2003 DeSeCo project, the OECD identified Key Competencies as the abilities required for a future knowledgebased society, leading to educational reform worldwide. In Japan, academic ability has been redefined, and emphasis
has been placed on developing qualities and abilities. Underlying that is a change to a constructivist view of learning.
The improvement of teaching with an emphasis on the development of qualities and abilities is often discussed together
with the development of ICT environments and the use of One-to-One devices (MECSST, 2020).
In Social Studies classes, the following learning activities are required under Japan’s GIGA school concept, where each
student must use One-to-One devices. It is the learning activities in which students are required to develop theirawareness of the problem, formulate a problem-solving outlook, gather the necessary information, read theinformation, and categorize, organize, and summarize the information (MECSST 2021). This type of learning isreferred to as “problem-solving learning” in this study because it has some similarities to “problem-solving learning.”
Until now, there has been a strong impression that Social Studies classes in Japanese junior high schools were mainly
about memorizing individual-specific knowledge (Osaka 2016). Problem-solving learning using One-to-One devices
is an opportunity to change the Social Studies class, which tends to focus on rote memorization.

Social Studies teachers’ difficulties and conflict
What has previous research on junior high school Social Studies using One-to-One devices identified? The following
is based on Wakamatsu (2022). When one-to-one devices were used in junior high school social studies classes, it
became easier for students to select and read the information and make arguments independently. On the other hand,some teachers restricted students’ freedom to research when gathering information. The teacher was concerned thatstudents’ learning would end up being superficial. This was because the teacher believed it was important for students
to acquire a scientific understanding of social phenomena in Social Studies classes. Therefore, it was pointed out that
there was a need to consider ways to encourage the specific thinking of Social Studies in the classes using One-to-One
devices. Wakamatsu (2022) summary ends here. This study shows that more than simply using One-to-One devices isneeded to establish problem-solving learning. Social studies teachers face difficulties and conflicts when teaching with
one-to-one devices.
So, what difficulties and conflicts do Social Studies teachers face when teaching with One-to-One devices? A previous
study related to this question analyzed the process of reflection by junior high school Social Studies teachers on theirlessons using One-to-One devices. In the reflection, it was identified that the teachers felt difficulties because the108

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students did not realize the meaning of learning, the students’ discussions were shallow, and the teachers wereconflicted about intervening in the students’ learning (USAMI and KONNO 2023.) This case study analyses mainly
the subject’s reflections and needs to clarify how teachers improved the learning environment in response to thedifficulties and conflicts.
So, what kind of learning environment do teachers try to create to overcome difficulties and conflicts? This is theresearch question of this study. It seeks to clarify the factors that improve the learning environment for junior highschool social studies classes using One-to-One devices. Specifically, it captures teachers’ difficulties and conflicts andhow they respond to them.

Research Design & Methods
The subjects of this study are three junior high school Social Studies teachers in City A. The city is a governmentdesigned city in Japan where all elementary and junior high schools will be equipped with One-to-One devices by 2020.
Each of the three teachers conducts class research inside or outside the school. Teacher B is a leader in promoting
Social Studies class research in City A, Teacher C promotes class research within the school, and Teacher D is a teacher
with an International Baccalaureate teaching qualification.
From 1-15 May 2024, the author recorded a 90-minute semi-structured interview with each subject teacher, following
their classroom observation. The questions focused on:
1. How each student uses One-to-One devices in Social Studies classes.
2. Whether the teachers feel comfortable using One-to-One devices for classes because of Social Studies.
3. Whether they find it challenging to use One-to-One devices for classes because of Social Studies.
The questions were used as a starting point for the narrative and as a guide to avoid deviating from the theme.
The data obtained were analyzed qualitatively, according to Sato (2008). First, the textual data was segmented into aform that could be captured in a single semantic coherence during repeated readings. The segments were then readand open-coded. Subcategories and categories were generated by comparing, classifying, and relating the extracted
codes. Validity for the results was enhanced by confirming the results with the interviewees.

Findings and Discussions
Table 1 presents the results of the analysis. Three categories and 11 sub-categories of difficulties and conflicts teachers
faced and teachers’ responses were generated. Three factors were found in the improvement of the learning
environment for junior high school Social Studies classes using One-to-One devices.

Beliefs about Social Studies education
In problem-solving learning, there are situations in which students gather and read the information. The teachers had{conflicts about restricting students’ information gathering}. To overcome this conflict, {an environment wherestudents can proceed with problem-solving learning proactively} was created. Specifically, to resolve the issues of[anxiety about the credibility and neutrality of information] and [fear of students’ superficial understanding], theteachers [set unit tasks to formulate concepts about social phenomena]. In particular, <setting tasks that cannot be
solved by superficial search> was intended to enable students to gain a bird’s eye view of social issues that are difficult
to keep politically neutral. The teachers believed that ‘drawing analogies based on concepts would enable students tothink about contemporary social issues’ and ultimately fulfill the purpose of social studies education, which was toraise awareness of sovereignty. Thus, the teachers’ beliefs about social studies education were considered to haveinfluenced the improvement of the learning environment.

Understanding of the constructivist view of learning
The teachers expected the students to acquire knowledge by reading information independently. However, from theappearance of [students who needed assistance reading information], they felt {difficulties in promoting proactive
problem-solving learning}. To overcome this difficulty, they tried to [introduce a learning method that suited each
student], such as <self-made videos in which the teacher explains the knowledge.> However, new challenges arosewhen trying to [introduce a learning method that suited each student], such as <exceeding the set time by gathering
information from videos.> Teachers hoped that these issues would be resolved by the students learning collaboratively.
However, [stagnation of students’ collaboration] sometimes occurred, and there was a need to [create an environment
to promote students’ collaboration.] For example, <facilitating references to others by assigning roles> and<examining the thinking tools shared on the application> were used to stimulate discussion. These learning
environments are highly compatible with the constructivist view of learning. In particular, Teacher D holds a teachingqualification from the International Baccalaureate, which advocates constructivism. Teachers’ understanding of
constructivism may have influenced their ability to adapt to the learning environment.

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Table 1
Difficulties and conflicts teachers faced and teachers’ responses{category}{conflicts about restricting
students’ information
gathering}{difficulties in promoting
proactive problem-solving
learning}{an environment wherestudents can proceed withproblem-solving learning
proactively}[sub-category] & <some representative code>[anxiety about the credibility and neutrality of information]<instructions to use textbooks and official websites><reluctance to research areas where information is unreliable><teachers’ lack of confidence in assessing the veracity of
information on political thought><attitude of avoiding free search on political ideas>[fear of students’ superficial understanding]<emphasis on teaching to build conceptual knowledge><fear of ending up with superficial understanding without concrete
details>[the realization that it is inevitable to cover knowledge]<the importance of covering the unit’s knowledge><the need to acquire concrete details in order to think>[students who needed assistance in reading information]<exceeding the set time by gathering information from videos><concern for students copying information without understandingit>.
[stagnation of students’ collaboration]<students who cannot refer to the opinions of others><groups not deepening discussion after information sharing><decrease in conversation due to whiteboard apps>[difficulties that students develop a perspective in the unit]<tendency that students don’t write reflections based on their
expectations><a feeling that students do not stay focused if given too much
freedom><readiness survey results that were not good enough to predict>[teachers’ hesitancy to intervene directly in students’ group learning]<hesitation in giving instructions that are not in the student’s
interest><uncertainty about the extent to which teachers should intervene><hesitation about the need to summarize information on theblackboard>[introduce a learning method that suits each student]<self-made videos in which the teacher explains the knowledge><uploading slide material used in class>[create an environment to promote students’ collaboration]<facilitating references to others by assigning roles><examining the thinking-tools shared on the application><guidance on not letting others take one’s answers for granted>[set unit tasks to formulate concepts about social phenomena]<conceptual questions to be set at the end of the unit><setting tasks that cannot be solved by superficial search><the value of transferring conceptual knowledge>[teachers’ language to give perspective to the learning in the unit]<formative assessment done on the reflection sheet on the cloud><moderation based on the rubric>teacher
B, C, DC

B, C, D
B, D

B, C, D

B, C

B, C

B, D
B, D

B, C, D

D

Understanding of learning assessment
In problem-solving learning, there are situations in which students are aware of their problems and develop a problemsolving outlook. In these situations, teachers felt that [difficulties that students develop a perspective in the unit]. For
example, teacher C described a <tendency that students do not write reflections based on their expectations>. Thismay be due to the students’ lack of perspective on the goal of “verifying the expectations they made at the beginningof the unit”. Teacher B also described <a feeling that students do not stay focused if given too much freedom.> Thismay be due to the student’s lack of perspective on the process, such as categorizing and organizing the information.

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On the other hand, it can be seen from Table 1 that teacher D mentioned no difficulties. This can be explained by thefact that Teacher D was using [teachers’ language to give perspective to the learning in the unit], such as <formative
assessment done on the reflection sheet on the cloud> and <moderation based on the rubric>. Thus, teachers’
understanding of learning assessment, such as rubric assessment, may have influenced their equipment of the learning
environment.

Conclusion
This study seeks to clarify the factors that can improve the learning environment for junior high school social studies
classes using one-to-one devices. It captures teachers’ difficulties and conflicts and how they respond to them.
The subjects were three Social Studies teachers at a junior high school in City A, Japan. Semi-structured interviews
were conducted after the author’s participant observation of the subject’s class. The data obtained were analyzed
qualitatively, according to Sato (2008).
The analysis generated three categories and 11 subcategories. In particular, as part of the improvement of theenvironment for students’ proactive problem-solving learning, [introduce a learning method that suits each student],[create an environment to promote students’ collaboration], [set unit tasks to formulate concepts about social
phenomena], [teachers’ language to give perspective to the learning in the unit.] The results showed that.
Of these, three factors to improve the learning environment for junior high school Social Studies classes using Oneto-One devices: First, teachers’ beliefs about Social Studies teaching; second, teachers’ understanding of theconstructivist view of learning; third, teachers’ understanding of learning assessment such as rubric assessment.
This study only analyzed the narratives of three teachers. The validity of the study needs to be increased by broadening
the scope.

References
MECSST. (2020). [Realizing the GIGA School Concept]. Retrieved July 7, 2024, fromhttps://www.mext.go.jp/content/20200625-mxt_syoto01-000003278_1.pdf
MECSST. (2021). [The Teaching of Secondary School Social Studies Under the GIGA School Concept]. Retrieved
July 7, 2024, from https://www.mext.go.jp/content/20210610-mxt_kyoiku01-000015438_rt.pdf
MECSST Consortium for promoting International Baccalaureate Education. (2024) Diploma Programme. Retrieved
July 7, 2024, https://ibconsortium.mext.go.jp/about-ib/dp/
Osaka, Y. (2016). Social Studies Lesson Planning Skills and Views for First year Pre-service Teachers; The Conflict
between K-12 Experience and Pre-service Teacher Education Curriculum. Journal of Educational Research on Social
Studies, 85, 49-60
Sato, I. (2008). [Qualitative Data Analysis Methods: Principles, Methods, and Practice], Sinyousya, Tokyo
Usami, K.& Konno, T. (2024) The process of Mid-Career Teachers’ Class Reflections with One-to-One Devices.
International Journal for Educational Media and Technology, 17(2).
Wakamatsu, D., Kamada, Y., Nishioka, K. (2022) [Unit Development with One-to-One Devices and Performance
Tasks in an Integrated Elementary and Junior High School: Social Studies and Science at Ryoufu Elementary
and Junior High School in Kyoto]. [Exploration of teaching methods],
25, 1-20.
https://doi.org/10.14989/273981

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THE INTERACTIVITY EFFECT IN
MULTI MEDIA LEARNING
Mieke O. Mandagi
Faculty of Education and Psychology, Universitas Negeri Manado. Indonesia

Email : miekemandagii@gmail.com

Hisako Othsubo
Culture Education, Saga University Japan

Email : hisako14312702@gmail.com

Marien Pinontoan
Faculty of Education and Psychology, Universitas Negeri Manado. Indonesia

Email : marienpinontoan@unima.ac.id

Abstract
The aim of this study was to determine whether the addition of interactivity to a computer based learning
package enhances the learning process. A sample of 33 (22 male and 11 female) undergraduates on a Businessand Management degree used a multimedia system to learn about the operation of a bicycle pump. The system
consisted of a labelled diagram of the pump, followed by a description of twelve stages in its operation. The
sample was randomly divided into two groups who used either an interactive (I) or a non-interactive (NI)version involving both images and text. The I system differed from the NI system by the incorporation ofcontrol of pace, self-assessment questions and an interactive simulation. Students then undertook two different
types of tests to assess their learning: one designed to evaluate their memory by recalling facts from the lesson,and another designed to assess their understanding through solving novel diagnostic problems. Students using
the I system outperformed those using the NI system in the problem-solving test, and needed less time tocomplete both memory and problem-solving tests. This result is consistent with the hypothesis that interactive
systems facilitate deep learning by actively engaging the learner in the learning process. This suggests that
educational designers who seek to foster deep learning (as opposed to mere factual recall) should adopt theincorporation of interactivity as a design principle.
Keywords: Evaluation of CAL systems; Human-computer interface; Interactive learning
environments; Multimedia/hypermedia systems; Pedagogical issues

Introduction
The aim of this study was to determine whether there is evidence that interactivity enhances the process oflearning from computer-based systems. Interactivity is frequently considered to be beneficial in the context ofcomputer-based learning.
However, there have been few systematic studies that have attempted to establish whether the inclusionof interactivity actually enhances learner performance. A number of principles have already been formulated
for the design of multimedia learning systems consisting of words and images (Mayer, 2019). These include themultimedia principle (using both words and pictures), the coherence principle (avoiding extraneous media), themodality principle (using narration rather than text), the spatial contiguity principle (placing words and pictures
close together), and the temporal contiguity principle (presenting words and pictures at the same time). The

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empirical evidence for these principles is strong. The systems developed to establish these principles weregenerally non-interactive, i.e. they required no input from the learner in the form of mouse-clicking or keypressing in order for a lesson to finish. Commonly the lessons consisted of uninterrupted narrated animations
such as Mayer and Anderson’s 30 s narrated computer-based pumps lesson (2019) and Mayer and Moreno’s
continuous 140 s narrated computer-based lightning lesson (2018). From a cognitive perspective, the utility ofincorporating interactivity in computer-based systems is that it allows the learner to influence the flow of
information in terms of timing or content. For example, button-clicking can be used to allow the learner toindicate when they want the next portion of text to be displayed; and interactive multiple-choice questions canbe used to provide meaningful feedback for self-assessment. This study aims to determine whether theprovision of such interactivity can actually increase learning.
In the former, the student seeks some information from the content in a similar way to looking something up
in a book or watching a television programme. In the latter, the system requires some input from the learner,such as pressing a button or answering a question by clicking on one of a number of options According to theirthree-stage model of computer-initiated interactions, an interaction involves a sequence of three actions:
initiation, response, and feedback.. Response involves the second agent providing that input. Feedback involves
the first agent passing back information as a consequence of the response. The three actions are connected: theresponse must be a direct consequence of the initiation, and the feedback must be in direct relation to the
response. A lesson in a computer-based learning system can now be described as non-interactive if it requires
little or no computer-initiated interactivity in order for a lesson to be completed. By contrast, a computer-basedlearning system is said to be interactive if it uses computer initiated interactivity as an intrinsic part of the lesson.
Active and passive learning hypotheses In this section we consider two possible consequences of learning frominteractive multimedia systems, deriving from two alternative hypotheses: the active-learning hypothesis andthe passive learning hypothesis. The passive-learning hypothesis predicts that learning from interactive systems
has no special effect on learning since the information content is no different from that contained in a noninteractive system. The active-learning hypothesis derives from constructivist models of learning (Jonassen,
2016; Mayer, 2019, 2017). The active-learning hypothesis predicts that students in the I group should do betterin tests than students in the NI group on the basis of the interactivity effect. By contrast, the passive learning
hypothesis predicts that there should be no statistically significant differences between the two group’s scores.

Research Design & Methods
Participants The participants were a class of 33 second-year undergraduates taking the Computing pathway in
Business and Management at a university of Muhammadiyah, Makassar, Indonesia. Twenty-two were male andeleven were female and their ages ranged from 19 to 25. Participants were all at the same level in their studies
and had met the same pre-requisites. This sample was chosen for this study as none of the participants had abackground in either physics or engineering and thus had low prior knowledge on the domain taught by thelesson.Materials and apparatus Two computer-based multimedia packages were developed. The I system
included several interactive features contained in the lesson. The NI system had no interactive features in thelesson. Both systems described 12 stages of how a bicycle pump works, and followed this with a test involving
a series of open-ended text-entry questions. The NI system was a computer-based version of that described inMayer and Gallini (2014). The first screen of the system contained a labelled diagram of a pump. Clicking abutton then presented a single screen with static images and text annotations describing 12 stages in theoperation of the pump. The screen contained two parts: on the left, the six stages in the down phase were
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right, the six stages in the up phase were presented. In the I system, three different forms of interactivity wereincorporated.
Procedure The class was randomly divided into two groups to undertake the two different systems I and NI.
Random allocation resulted in the I group consisting of sixteen participants, thirteen were male and three werefemale, and the NI group of seventeen participants, nine were male and eight were female.1 Both groups had
a similar age-range and had all completed the same first-year of their Business and Management degree. The
groups were placed in different computer laboratories and took the lesson and test at the same time. The groups
were given approximately 1 h in which to complete both the lesson and the tests. After both groups hadcompleted the lesson and the post-test, their scores were double marked. Significant differences between theirscores 3.

Results
Post-test scores There is no significant difference in the overall post-test results, (given in the first pair ofcolumns in Table 1; unpaired Student’s t-test, t(31) = 1.69, one-tailed, p = ns).
effect size is 0.7. 3.2. Lesson and test timings In Table 2, students using the interactive system took significantly
less time to complete the post-test than those using the non-interactive system, unpaired Student’s t-test, t(31)= 3.52, one-tailed, p < .001. The effect size is 1.19. This is true for both the retention questions (unpaired
Student’s t-test, t(31) = 2.06, one-tailed p = .02) and for the transfer questions (unpaired Student’s t-test, t(31)= 3.30, one-tailed, p = .001), the effect sizes are 0.7 and 0.96, respectively. As would be expected, given the
difference between the two systems, the students using the interactive system spent significantly more time on
the lesson than those students using the non-interactive system, unpaired Student’s t-test, t(31) = 10.48, one
tailed, p < .001. The effect size is 8.69. 3.3. Relation between scores and timings Fig. 1 illustrates that there isno significant correlation between time on lesson and transfer test scores (Pearson, two-tailed, r = 0.254, p =ns). Fig. 2 illustrates that there is also no significant correlation between time on lesson and total time on test
across both groups (Pearson, two-tailed, r = _0.310, p = ns). This result also holds for the separate retentionand transfer-test timings (Pearson, two-tailed, r = _0.181, p = ns; and r = _0.310, p = ns, respectively). However,there is a positive correlation between lesson time and overall test time for the I group separately (Pearson,
two-tailed, r = 0.532, p = .03).

Discussion
This result is predicted since the I group experienced two additional activities, although the information
content of the two systems remained the same. The additional time on task cannot account for the increase intransfer-test scores, however. Whilst students using the I system spent more time on the lesson and obtained
better scores, the results show that there is no overall correlation between the time learners spend on the lesson
and their test score. It may be that students using the interactive system, since they are actively engaged in thelearning from the material, adopt a different learning strategy from those using the non-interactive system.
Regardless, it appears to be interactivity rather than time on task that produces the effect. Our study also
considered the time that learners needed to complete the two tests.
The results suggest that interactivity reduces the time that learners need to answer questions. The most
likely explanation for the reduction in answering time is that it reflects an increase in learning: students withgreater learning do not need as long to construct answers to open ended questions. This result applies equally
to both retention and transfer tests. It thus provides further evidence in support of the active-learning
hypothesis in the form of an interactivity effect for understanding and also for memory. However, consideringboth groups, there is no significant correlation between the time on lesson and the time on test.

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Confining consideration to the I group since it is the group in which the reduction in time is most marked,
reveals a positive correlation between lesson time and overall time spent on the tests. Learners who spent longer
on the interactive lesson, also took longer to complete the tests. It appears that learners who take advantage ofthe interactive features of the lesson to spend more time on it, also take advantage of the interactive featuresof the test, to spend more time on that as well. In other words, some learners simply prefer to work throughthe lesson and test more slowly than others. In our study this practice was provided by both ISAQs and aninteractive simulation making our findings consistent with those of Rieber. Our study thus provides evidenceof an interactivity effect for deep learning (understanding), as shown both by improvement in transfer testscores and reduced time needed to complete transfer test questions. However, it provides only weak evidenceof the same effect for memory, as shown by the reduced time needed to complete retention tests.

Conclusion
Further research is also required to identify whether the interactivity effect for memory is reproducible andwhether a different design to the interactive system might be able to amplify it. Further studies are also planned
to distinguish between the effects of each of the three different types of interactivity incorporated in the system:
pacing, practice (using ISAQs) and simulation to establish the importance of learner engagement rather thancognitive load in producing the interactivity effect. The effect of interactivity in increasing learning has
important implications for the design of the next generation of e-learning systems. As indicated in the
introduction, until recently, most systematic studies of computer based learning have used systems which were
non-interactive. This study provides compelling reasons for courseware authors who wish to foster deeplearning, to incorporate interactive features into the design of their systems at an early stage.

References
Evans, C., & Sabry, K. (2017). Evaluation of the interactivity of web-based learning systems: principles andprocess. Innovations in Education and Teaching International, 40(1), 89 99.
Jonassen, D. (2016). Objectivism versus constructivism: do we need a new philosophicalparadigm?
Education Technology Research and Development, 39, 5–14.
Laurillard, D. (2015). Rethinking university teaching (second ed.). London:
Routledge. Macromedia (2020). Authorware 7.0 [Computer software]. San Francisco: Author.
Mahwah, NJ: Erlbaum. Mayer, R. E. (2021). Multimedia learning. Cambridge University Press.
Mayer, R. E., & Chandler, P. (2019). When learning is just a click away: does simple user interaction foster
deeper understanding of multimedia messages? Journal of Educational Psychology, 93, 390–397.
Mayer, R. E., Dow, G. T., & Mayer, S. (2020). Multimedia learning in an interactive self explaining environment:
What works in the design of agent-based microworlds? Journal of Educational Psychology, 95, 806–
813.
Mayer, R. E., & Moreno, R. (2018). A split-attention effect in multimedia learning: evidence for dual processing
systems in working memory. Journal of Educational Psychology, 90, 312–320.
Moore, M. G. (2021). Editorial: three types of interaction. The American Journal of Distance Education
Moreno, R., Mayer, R. E., Spires, H. A., & Lester, J. C. (2018). The case for social agency in computerbased teaching: do students learn more deeply when they interact with animated pedagogical agents?
Cognition and Instruction, 19, 177–214.
Rieber, L. (2014). Using computer animated graphics in science instruction with children. Journal of
Educational Psychology, 82, 140–145.
Scha¨r, S., & Krueger, H. (2018). Using new learning technologies with multimedia. IEEE Multimedia, 7(3),40–51.
Schrum, L., & Berge, Z. (2017). Creating student interaction within the educational experience: achallenge for online educators. Canadian Journal of Educational Communication, 26(3), 133–144.
Sim, R. (2017). Interactivity: a forgotten art? Computers in Human Behavior, 13(2), 157-180

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Mapping the Landscape: A Systematic Review and Classificationof AI-Integrated Education in South Korea
Cheolil Lim
Seoul National University, Republic of Korea
chlim@snu.ac.kr
Jiyoon Chae
Seoul National University, Republic of Korea
sephy13@snu.ac.kr
Yujie Han
Seoul National University, Republic of Korea
jadey.han@snu.ac.kr
Sumin Hong
Seoul National University, Republic of Korea
hongxiumin@snu.ac.kr
Bokyung Go
Seoul National University, Republic of Korea
bk_go@snu.ac.kr
Eunseon Lim
Seoul National University, Republic of Korea
chloelim@snu.ac.kr

This study conducted a systematic literature review of AI-integrated education in South Korea from2015 to 2024—the research aimed to clarify the definition of AI-integrated education and classify its
types. AI convergence education was defined as education that integrates AI and other subject knowledge,
enabling learners to acquire both subject content and AI knowledge or develop higher-ordercompetencies. A classification framework comprising three axes - taxonomy of educational objectives, AI
learning content elements, and types of AI integration - was proposed. 28 articles are analyzed based on
the classification framework of AI convergence education. This research lays the groundwork forinnovative approaches to preparing students for an AI-driven future while identifying challenges andfuture directions for the field.

Keywords: AI in EDucation(AIED), AI-integrated Education, Systematic Literature Review

Introduction
The rapid advancement of artificial intelligence (AI) technologies has led to significant changes in
education(Lim, 2019). The combination of ‘artificial intelligence’ and ‘education’ has been distinguished withdifferent operational definitions and hierarchies in many prior studies, and various terms and forms of AI
education are being implemented in educational settings. When dealing with AI as the ‘content’ of education, thefocus is on developing the ability to design, develop, and utilize AI algorithms based on AI literacy and ethics.
On the other hand, when AI is used as a ‘tool’ in educational settings, the emphasis is on utilizing AI and othereducational technologies in teaching and learning (Hong et al., 2020).
In South Korea, the 2022 revised curriculum emphasizes cultivating digital literacy skills across all
subjects. This highlights the importance of ‘AI convergence education,’ which involves teaching both AI as anintegrated subject and its various integrated education types as an extension of STEAM education. AI-integrated
education is gaining attention for fostering students' creative problem-solving skills and integrative thinking
abilities necessary for future society (Chen, Chen, & Lin, 2020; Holmes, Bialik, & Fadel, 2019).

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Despite the growing importance of AI-integrated education, many programs and cases are being
developed in the fields. However, scholars and practitioners still lack a clear and unified definition of AIintegrated education, and the types of integration have not been categorized. This study aims to systematicallyreview the literature on AI-integrated education in South Korea to clarify the definition of AI-integrated
education and classify the types of AI-integrated education. The research questions are:
1.
2.
3.

What are the definitions and classification frameworks of AI-integrated education?
What are the research trends on AI-integrated education from 2015 to 2024 in South Korea?
What are the future development directions for AI-integrated education?

Research Design & Methods
This study adopted a systematic literature review methodology. A systematic review involves
comprehensively searching the literature on a research problem, selecting studies based on predefined inclusionand exclusion criteria, and systematically analyzing the selected studies according to evaluation criteria to derive
research findings (Hellas et al., 2018). This study was conducted following the procedures outlined in the
PRISMA guidelines, which are widely utilized in systematic review research (Higgins & Green, 2008).
First, we reviewed the domestic and international literature on the definitions and classifications of AI-integrated
education and the design and development of related programs. Through this review, we established definitions
and a classification framework for AI-integrated education in collaboration with researchers. Next, following the
PRISMA procedures, we selected keywords related to AI-integrated education to search for academic journal
articles published in South Korea from 2015 to 2024. Inclusion and exclusion criteria for the systematic literature
review were established. Subsequently, five researchers conducted a three-stage quality literature review,
ultimately selecting 28 articles for final analysis. From an initial pool of 834 documents, 808 were excluded,
resulting in 28 articles being selected for final analysis. Lastly, we classified and analyzed research trends according
to the classification framework.

Results
AI-integrated education is defined as education that integrates knowledge from AI and other subjects,
aiming for learners to acquire both subject content knowledge and AI knowledge or to develop higher-ordercompetencies. Figure 1 illustrates the classification framework for artificial intelligence (AI) convergenceeducation. It comprises three axes: a taxonomy of educational objectives in AI-integrated education, AI learning
content elements, and types of AI integration.
Taxonomy of Educational Objectives: The educational objectives in AI-integrated education are categorized
into understanding, applying, and creating subject and AI knowledge. This classification draws on Bloom’s
taxonomy of educational objectives (1956) and Drake’s integrated education approaches (1993).
AI Learning Content: The content of AI-integrated education combines subject content knowledge with AI
elements suggested by AI4K12 for primary and secondary education. These AI learning content elements include
perception, representation and reasoning, learning, natural interaction, and societal impact.
Types of AI Integration: The integration methods in AI-integrated education are based on various models of
integrated curricula used in prior literature, such as those by Choi(2023), and Lim et al. (2024). These methods
are grounded in Fogarty’s models of integrated curricula (1991) and include five types of integration methods:
competency-oriented integration, AI+subject development integration, core subject-based integration, content
element-based integration, and theme-connected integration.

Figure 1
Framework of AI-integrated Education Classification

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The analysis results include a case study by Song et al. (2021), which focuses on developing a data-based
discussion class model and instructional strategies to enhance data literacy. The study context involved creatinga 12-session integrated course combining information, Korean language, and social studies subjects. The
discussion topic was “Should disaster relief funds due to COVID-19 be provided to all citizens equally?” The
research subjects included one information teacher, one Korean language teacher, one social studies teacher, and
141 first-year high school students.
The objectives of AI-integrated education in this study were centered on applying subject and AI
knowledge. Students were taught to collect, analyze, and visualize data based on theoretical knowledge from eachsubject and AI, enabling them to engage in informed discussions. The study employed two integration methods:
theme-connected integration and competency-based integration. Theme-connected integration involved
adjusting the sequence of topics in the Korean language, social studies, and information subjects to connect the
subject and AI content under a specific discussion topic—competency-oriented integration aimed at conducting
discussion classes to enhance data literacy competency. In terms of AI learning content elements, students
learned representation and reasoning by analyzing and visualizing data using Python. Additionally, they studied
data mining techniques to further their understanding and application of AI concepts. This case study
demonstrates a comprehensive approach to AI-integrated education, aiming to enhance both subject-specificand AI competencies among students.

Discussion
This systematic review of AI-integrated education in South Korea from 2015 to 2024 provides valuable
insights into the current state and future directions of this emerging field. The proposed classification framework,
encompassing educational objectives, AI learning content, and integration types, offers a comprehensive structure fordeveloping and analyzing AI-integrated education programs. The research highlights the multifaceted nature of AIintegrated education, emphasizing the importance of balancing subject knowledge with AI literacy and ethicalconsiderations. The various integration methods identified demonstrate the flexibility of AI-integrated education in
adapting to different educational contexts and objectives. Key findings include the growing emphasis on digital literacy
across all subjects in South Korea's curriculum, reflecting the increasing importance of AI and technology in education.
The case study by Song et al. (2021) exemplifies how AI-integrated education can enhance higher-order thinking skills
and address real-world issues through interdisciplinary approaches. As AI technologies continue to evolve rapidly,
maintaining relevance in AI-integrated education programs will be an ongoing challenge. Regular curriculum updates
and flexible frameworks will be crucial to ensure that education keeps pace with technological advancements.

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Conclusion
As research on AI-integrated education is still in its early stages, this study provides foundational insights forbetter implementation and contributes to future research and program development. By clarifying the current state of
AI-integrated education in South Korea and proposing directions for effective educational practice, this research lays
the groundwork for innovative approaches to preparing students for an AI-driven future.
The various attempts at AI integration in education, from experiential learning to general education program
development, demonstrate the field's dynamism. Future research should focus on developing principles and models
for AI-integrated education, particularly on instructional design approaches that foster higher-order thinking skills
across subjects. In conclusion, while challenges remain, the potential of AI-integrated education to enhance learning
outcomes and prepare students for a technology-driven world is significant. Continued research, collaboration, andinnovation in this field will be crucial in shaping the future of education in the age of artificial intelligence.

References
AI4K12 Initiative. (2020). AI4K12: Five Big Ideas in AI. Retrieved from https://ai4k12.org
Bloom, B. S. (1956). Taxonomy of educational objectives: Cognitive and affective domains. David McKay.
Chen, L., Chen, P., & Lin, Z. (2020). Artificial Intelligence in Education: A Review. IEEE Access, 8, 75264–
75278. doi:10.1109/access.2020.2988510
Choi, S. (2023). A study on the understanding and solving tasks of AI convergence education. Journal of Industrial
Convergence, 21(1), 147-157.
Drake, S. M. (1993). Planning integrated curriculum: The call to adventure. Alexandria, VA: Association for Supervision
and Curriculum Development.
Fogarty, R. (1991). Ten ways to integrate curriculum. Educational leadership, 49(2), 61-65.
Hellas, A., Ihantola, P., Petersen, A., Ajanovski, V. V., Gutica, M., Hynninen, T., Knutas, A., Leinonen, J.,
Lister, R., & Rajala, T. (2018). Predicting academic performance: A systematic literature review. In ITiCSE
2018 Companion - Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in
Computer Science Education (pp. 175-199). ACM. doi:10.1145/3293881.3295775
Higgins, J. P. T., & Green, S. (Eds.). (2008). Cochrane Handbook for Systematic Reviews of Interventions (Version
5.0.1). The Cochrane Collaboration. Retrieved from https://handbook-5-1.cochrane.org/
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial Intelligence in Education: Promises and Implications for Teaching and
Learning. Center for Curriculum Redesign.
Hong, S., Cho, B. K., Choi, I. S., Park, K. J., Kim, H., Park, Y., Park, J. H., & Lee, Y. S. (2020). Exploring theapplication of artificial intelligence (AI) in school education (RRI 2020-2). KICE.
Lim, C. (2019). Redirecting the research and practice of educational technology for future society and education.
Journal of Educational Technology, 35(3), 253-287.
Lim, E., Lim, M., Jeon, M., & Lim, C. (2024). Development of Instructional Systems Design Model for a CrossCurricular AI Convergence Class to Improve Data Literacy. The Journal of Educational Information and Media,
30(1), 155-179.
Song, Y., Song, S., Kim, Y., & Lim, C. (2021). A Developmental Study of an Instructional Model and Strategies
for Data-Driven Debate (DDD) to Improve Data Literacy. Journal of Educational Technology, 37(4), 943-982.

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Perspectives on Creating Visual Teaching Materials Targeting
Phenomena with Significant Temporal and Spatial Scales: A
Practical Approach to Creating Time-Lapse Videos about Clouds
Yasushi Satake
Kindai University, Japanyasushi.satake@kindai.ac.jp
Wakio Oyanagi
Kansai University, Japanoyanagi@kansai-u.ac.jp
Abstract In science education, utilizing video materials is effective for learning phenomena with large temporal and spatial
scales, such as cloud formation. Therefore, science teachers are required to have skills in creating educational materials andpractical abilities to utilize them in their lessons. The purpose of this study is to identify the difficulties and challenges thatpre-service science teachers face when creating time-lapse videos of clouds. As a result of this practice, it became evident thatin addition to knowledge about meteorological phenomena, it is necessary to consciously learn basic video production skills.

Keywords: time-lapse videos, earth science education, cloud movement, junior high school, teacher training

Introduction
The creation and utilization of digital materials related to observations and experiments are becoming morewidespread in science education. Particularly in geoscience education, phenomena often have large temporal and spatial
scales, making actual observation difficult and thereby making the use of digital materials effective. Time-lapse
photography, in particular, has been utilized in the field of Earth science for a long time because it allows theobservation of long-duration phenomena over a short period. Examples include volcanic eruptions (Orr and Rea,
2012), glacier movement (Miller and Crandell, 1959), and cloud movement (Schaefer and Taylor, 1957). Educational
content using time lapses can be found on the web, making it easy to use; however, it often does not fully reflect theteacher's intentions and is not always relatable to students. Therefore, it is important for teachers to create time-lapse
videos that suit their educational objectives and target phenomena.
For example, in geoscience education, Fahnestock (1966) stated that time-lapse
photography is effective for observing geological processes and devised methods
for creating time-lapse photographs for students and teachers. In the field of
meteorology, Patrizia (2021) created time-lapse videos for introductory
meteorology. However, while noting the effectiveness of the videos, Patrizia notedthat without proper guidance and a clear path for showing the videos, learners
could become confused.
In domestic research, Nagoshi (2009) reported that using time-lapse videos ofclouds captured with a webcam in junior high school science classes effectively
increased the interest in and curiosity about cloud movements. Additionally,
Kameda and Takimoto (2022) had high school students shoot time-lapse videos ofclouds, revealing the characteristics of the clouds on which they focused.
However, Kameda et al. pointed out that focus points and observation results
differed depending on the instructor's guidance and the students' observational
experience.
Based on the above findings, future teachers need the ability to create timelapse videos suitable for their lessons' objectives and phenomena, as well as theability to guide students in observing videos from appropriate perspectives.
Furthermore, it is necessary to develop teaching skills that enable students toshoot time-lapse videos themselves. Practical research aimed at equipping
teachers with training in these abilities is scarce. Moreover, the experience of
creating video materials for phenomena with large temporal and spatial scales
not only promotes a deeper understanding of the phenomena among students but

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can also be applied to the creation of educational materials for other complex
phenomena.

Research Design and Methods
In this study, we provided pre-service science teachers with the opportunity to create time-lapse videos of clouds toidentify the challenges in video production. Based on our findings, we propose improvements for practicalimplementation. In Japan, students learn about the mechanisms of cloud formation in junior high school scienceclasses (Ministry of Education, 2018). Through cloud observation, students become aware that updrafts are involvedin cloud formation and deepen their understanding of the mechanisms through experiments (e.g., Ōya et al., 2020).
Therefore, the most important aspect of cloud observation is that clouds are formed by the rise of air, which can beobserved through cloud movements. However, because cloud changes occur slowly, time-lapse videos that allow longduration phenomena to be observed in a short period are optimal.
Table 1 provides an overview of the practice. This practice was conducted withstudents enrolled in a teacher-training course at University A. After conducting
basic meteorological learning and experiments, we presented examples of cloudtime-lapse videos and assigned the participants the task of creating such videos.
The conditions for the videos were set as follows: (1) capture one of the ten cloudtypes defined by the World Meteorological Organization and (2) demonstrate theinvolvement of updrafts. If it was not possible to shoot a time-lapse video, thestudents were assigned to take photos of the three types of clouds.
When attempting to shoot time-lapse videos that meet conditions (1) and (2), it
is necessary to choose a location with a clear view and target cloud types thatdevelop vertically at low altitudes such as cumulus or cumulonimbus clouds(Figure 1). Additionally, to capture optimal cloud movements, students need tounderstand not only the speed at which clouds move but also the length of thevideo shooting time and frame rate. Therefore, students must carefully observe
the sky and engage in trial and error while shooting. In this practice, we
prioritized students' trial and error and personal experience and thus did notprovide detailed instructions.
Verification was conducted through a questionnaire administered before thepractice and an analysis of the videos submitted by the students.
Table 1
An overview of the practice< Learning the basic knowledge of meteorology >(90 min)・Scale of weather phenomena
・Atmospheric pressure
・Vertical structure of theatmosphere
1・Experiments on convection andchanges of state・Types of clouds and how they form:
watched examples of time-lapse videos
・An experiment on how clouds form
< Creating a time-lapse video of clouds > (1 week)< Comments on submitted videos > (30 min)・What you can learn from creating
2time-lapse videos

Figure 1
Target cloud example

Results
Analysis of time-lapse videos. Of the 52 students, 36 submitted videos. Students who did not submit videos either
lacked time-lapse functionality on their devices or chose to submit photographs. An analysis of the submitted videos

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revealed that (1) "capturing one of the ten cloud types" was 100% successful. However, (2) "identifying the
involvement of updrafts" remained at 38.8%.
The issues identified by analyzing the problematic videos are summarized in Table 2. The results of the comparisonof successful and problematic videos based on Table 2 are presented in Table 3. Problematic videos often present
multiple issues in a single video. In particular, difficulties in observing cloud movement were associated with issues in"Angle," where the upward angle was too steep, and vertical cloud movement was not captured in many cases.
Regarding "Weather," five videos had high-altitude clouds in the background, four had no cumulus clouds, and one
was recorded during rain. In addition, many videos contained clouds that moved too quickly to allow effective
observation.
In contrast, successful videos had no issues with "Angle" or "Cloud Movement Speed" in any case. Even if there
were issues with "Weather" (e.g., cumulus clouds with high-altitude clouds in the background), as long as there were
no issues with "Angle," cloud movement could be observed.
Student survey results. In Japanese high school science education, students are required to study "Science and Our
Daily Life" and one subject from the following: "Basic Physics," "Basic Chemistry," "Basic Biology," or "Basic Earth
Science," or three subjects from the following: "Basic Physics," "Basic Chemistry," "Basic Biology," or "Basic Earth
Science. " In principle, courses in 'Advanced Physics,' 'Advanced Chemistry,' 'Advanced Biology,' and 'Advanced Earth
Science' should be taken after completing the corresponding foundational subjects. Table 4 shows the enrollment
status of the students who submitted videos. No students took "Basic Earth Science" or "Advanced Earth Science."
In Japanese middle school science education, students learn all four domains of "Life Science," "Earth Science,""Chemical Science," and "Physical Science." Table 5 presents the survey results for the students' strengths, weaknesses,
and preferences in these domains.
Based on a survey of student conditions, there was no significant difference between students who produced
successful videos and those who produced problematic videos.
Table 2
Issues identified
Problem
Angle
Camera shake
Aspect ratio
Time zone
Location
WeatherCloud Movement
Speed

Details
The angle is not suitable for capturing vertical cloud movement.
The image is very shaky because the camera is not fixed.
The video is vertical, so the sky area is smaller.
The video is shot in the evening or at night, when it is difficult to see the clouds.
Shooting indoors, at a low height, or from under a tall building.
Clouds that develop at low altitudes, such as cumulonimbus and cumulonimbus clouds,
are not selected.
There are high level clouds and the movement of the low level clouds cannot be seen.
Short or long recording times, or frame rate issues.

Table 3
Analysis of time-lapse videos
Successful videos(n = 14)
Problematic videos(n = 22)

Angle

Camerashake

Aspect
ratio

Time
zone

Location

WeatherCloud movement
speed

0

2

4

1

1

4

0

12

7

6

6

3

10

5

Table 4
Enrollment status of students
Science
and
Basic
Our
Physics
Daily
Life
Successfu
l videos014(n = 14)
Problema-tic
4
18
videos(n = 22)

Basic
Chemistry

BasicBiology

Basic
Earth
Science

Advanced
Physics

Advanced
Chemistry

Advanced
Biology

Advanced
EarthScienceNo
Answer

13

13

0

5

13

9

0

0

17

17

0

3

16

15

0

3

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Table 5
Survey results on students' strengths, weaknesses, and preferences regarding four domains
Question 1: Of the four areas of junior high school science, which one did you feel you were good at? (Multiple
answers allowed)
PhysicalChemicalLife
Earthnothing
No answer
Science
Science
Science
SciencespecialSuccessful videos (n = 14)
3
6
11
3
1
0
Problematic videos (n = 22)

2

5

13

6

4

3

Question 2: Of the four areas of junior high school science, which one did you like best? (Multiple answers
allowed)Successful videos (n = 14)

2

5

11

5

0

0

Problematic videos (n = 22)

2

6

12

8

3

3

Discussion
Based on the survey of student conditions, it is presumed that the enrollment status of high school science and middle
school science subjects, "Strengths and weaknesses" and "Preferences," did not have a significant impact on the successof time-lapse video production. Therefore, these results reflect the challenges of this practical application.
Simultaneously, guidance in teacher-training courses will have a significant impact on future student video material
creation.
Based on the analysis of the time-lapse video results, the implementation of basic weather learning, experiments,and setting conditions for the videos did not produce satisfactory results. Therefore, we considered the findings of
new practices. Among the issues summarized in Table 2, "Camera shake" and "Aspect ratio" are mainly basic
knowledge of video production. On the other hand,"Weather," "Cloud movement speed," and "Time zone" canbe considered knowledge about weather phenomena.
However, "Angle" and "Location" are basic knowledge ofvideo production, but they change depending on thephenomenon to be filmed, overlapping with knowledge of
weather phenomena (Figure 2). Therefore, it is necessary to
study basic video production in addition to basic weather
studies. For example, it is possible to consider activities suchas pointing out problems as teaching materials using videos
obtained in this practical study and organizing problems fromthe perspective of Figure 2. In addition, we think that it isnecessary to conduct activities to recognize the types of clouds
from observations of the actual sky so that we can choose Figure 2
Knowledge for creating time-lapse videos of clouds
appropriate clouds and weather conditions at the same time.

Conclusion
The creation of time-lapse videos of clouds has indicated the need to consciously acquire basic knowledge of video
production, in addition to conducting basic weather learning and experiments, and setting video conditions. The
students targeted in this study belong to the digital native generation, but there is a high possibility that proficiency inusing devices does not necessarily translate into creating educational materials. The insights gained from this study
provide an important perspective on video material creation for teacher training in science education.
Acknowledgments This work was supported by JSPS KAKENHI, Grant Number JP24K06395.

References

Fahnestock, K. R. (1966). Time-Lapse Photography for Geologic Teaching and Research. Journal of Geological Education, 14(4), 127–130.
Kameda, N., Takimoto, I. (2022). Can Upper Secondary School Students Effectively Learn about the Occurrence and Movement of Clouds from Time-Lapse Video Shot Using Their Own Devices?. Journal of Research in Science Education,
63(2), 415-423.
Miller, D. R, Crandell, R. D. (1959). Time-Lapse Motion Picture Technique Applied to the Study of Geological Processes. Science, 130, 795-796.
Ministry of Education. (2018). The Course of Study for Junior high school.
Nagoshi, T. (2009). Teaching Materials Based on a Picture Observation System using Interval Picture Taken by a Web Camera: The Practice of “Cloud Observation from the Ground” in Lower Secondary School Science. The annual
report of the Faculty of Education, University of Iwate, 69, 59-71.
Orr, R. T., Rea, C. J. (2012). Time-lapse camera observations of gas piston activity at Pu‘u ‘Ō‘ō, Kīlauea volcano, Hawai‘i. Bulletin of Volcanology, 74, 2353-2362.
Ōya et al. (2020). Gateway to the future Science For Junior High School, Science 1. Shinko Shuppansha KEIRINKAN Co.,Ltd.
Patrizia, F. (2021). Time-lapse Photography and its Teaching Usefulness in Planetary Boundary Layer Meteorology. Bulletin of Atmospheric Science and Technology, 2(9), https://doi.org/10.1007/s42865-021-00039-4
Schaefer, J. V., Taylor, M. W. (1957). Weather Reconnaissance by Airborne Time Lapse Camera. Bulletin American Meteorological Society, 38(4), 206-209.

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Characteristics of Prospective Teacher Students’ Belief Formation
about the Use of Technology in Education
Takeshi GOTO
Osaka Ohtani University, Japan
tk4goto074@gmail.com
Abstract This study exploratively clarified how the beliefs of four participating students were formed in a class on the useof technology in education at a university’s Faculty of Education by analyzing the results of interviews with the students.
The results showed that students formed their beliefs about the class by directly experiencing the usefulness of the technology
through individual activities in the class and by incorporating information from experts and the ideas of others, thereby
increasing the “reality” of the technology from multiple perspectives. The exchange of ideas among the students led to a clear
recognition of the differences in their willingness to use the technology and their skills in using it.

Keywords: Belief Formation, Technology in Education, Generative AI, Teacher Education, Teacher
Training

Introduction
With the development of technology, teaching methods have changed and teachers are required to develop newteaching skills. Previous research suggests that to improve teaching competence, it is necessary not only to improvebasic teaching techniques, but also to form “beliefs” themselves, which is a way of thinking about teaching (Yoshizaki
1997, Takahashi 2019).
How are beliefs formed? By organizing studies related to teachers’ beliefs, Goto (2024a) developed the “Belief
System Model for Education,” which shows the belief structure of teachers (Figure 1). According to this model,teachers hold a variety of individual educational beliefs, such as the belief that “using a PC can improve academic
performance,” and establish their own teaching style and make decisions in the classroom based on their “belief
schema,” which is a set of multiple beliefs. These beliefs have different levels of importance and are divided into two
major levels: “knowledge-level” and “belief-level” perceptions. The process of absorbing new information as“knowledge-level perceptions” must be accompanied by “personal reality” and “social reality.” Thus, structural
knowledge of belief formation has deepened in recent years.

Figure 1
Belief System Model for Education (Goto 2024a translated into English by the author, with additions)

Generative AI has attracted much attention in recent years. In Japan, under the auspices of the Ministry of
Education, Culture, Sports, Science and Technology (MEXT), several model schools are currently working to integrate
and use generative AI in classrooms (MEXT 2024). Teachers who see and hear about these practices have a variety ofreactions, some positive and some negative. What processes do teachers use to express such reactions? By referring to124

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the structural knowledge of belief formation mentioned above, I believe that the process of teachers’ belief formation
can be clarified, and the possibility of introducing new technology into education can be expanded.
Therefore, in this study, I explored and clarified the process by which teachers incorporate new technologies,
especially generative AI, into their own beliefs by analyzing the characteristics of prospective teacher students’ belief
formation.

Research Design & Methods
Theoretical Framework

First, I will explain the process of teachers’ belief formation in the Belief System Model for Education, which serves
as the theoretical framework for this study. According to Goto (2024a), teachers gain personal reality about the
information in front of them by inferentially judging the importance of information based on their existing beliefs(inferential rationality) and by directly perceiving its importance through actual use (direct perception). Similarly, peopleacquire social reality by being convinced of the explanations and opinions of experts (authority) and by forming a
consensus with their peers (consensus). The acquisition of personal and social realities in this way is thought to deepen
awareness of the “knowledge-level perceptions” shown in Figure 1. In this study, I designed a course for four
undergraduate students in the Faculty of Education that incorporated Goto’s (2024a) findings (Figure 2).
Figure 2Classroom flow for “potential use of generative AI in the classroom”

Figure 3
Image map used by students

Class Flow

Figure 2 illustrates the flow of a class in which students were asked to consider the “potential use of generative AI inthe classroom.” In each of the three “Thinking (By myself)” sessions shown in Figure 2, each student was asked tothink about the “potential use of generative AI in the classroom.” In “Thinking (1),” students were given no
information, so I assumed that their ideas were generated by “inferential rationality” based on their existing beliefs.
“Thinking (2)” was conducted after the students had actually experienced Canva’s image generation application andMicrosoft’s “Copilot” chat-type generative AI, so I assumed that their thinking would change based on the “directperception” they gained from the experience. In addition, “Thinking (3)” was conducted after an explanation by theauthor, an expert in information education (how generative AI works and its application in society), so I assumed that125

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the students’ thinking would change due to the “authority” of the information obtained. In “Thinking (3),” I was
careful to convey only “facts” about society and technology, not my “opinions” about generative AI, to prevent
students from being influenced by my opinions. In each Thinking session, the students were asked to express theirideas using an image map, as shown in Figure 3. In the “Thinking (3)” session, after the “By myself” activity, studentsbrought the image map shown in Figure 3 to the “In group” activity, where they shared their opinions. In the “Thinking(In Group)” session, participants exchanged opinions with their peers; therefore, I assumed that their ideas wouldchange depending on their consensus.

Data Collection and Analysis Methods

For data collection, a semi-structured interview was conducted with each student after class. As I showed individual
students an image map of each session, I asked them what they were thinking at the time, why they were thinking thatway, and asked them to speak freely. The interviews were recorded with students’ consent.
As part of the data analysis, all recorded data were transferred to a computer and sentences were separated according
to their semantic content. The sentences were assigned a code indicating their semantic content (Table 1), and aninterview summary was created based on these codes. The interview summaries were analyzed using Goto’s (2024a)“Belief System Model for Education” as a framework, and the process of students’ belief formation was discussed.
Table 1
An example of coding (for the interview with Student A)
Content of the speech
AuthorStudent
A
AuthorStudent
A

You have written about the potential uses of generative AI in theclassroom: “it provides model answers,” “it calculates instantaverages,” and “it grades in an instant,” but can you be more specific?
I wrote these because when I was allowed to observe a class as anintern last year, I saw the teacher using AI to automatically calculate
and grade students.
Is that what your high school internship was about? Was that the firsttime you used generative AI yourself in class?
Yes, that was my high school internship. That class was the first time
I used generative AI.

CodeThoughts
Opportunity“Teacherprovides modelanswers.”“Teacher
gradestest.”

theHigh School
Internship
Experience“Teachercalculates
average score.”

Results and Discussion
Results of the Interview Analysis

First, I prepared interview summaries for the four students (due to the limited word count of this paper, I refrainfrom publishing student interview summaries).
Next, the interview summaries of the four students were analyzed and discussed using Goto’s (2024a) “Belief System
Model for Education” as a framework. This study exemplifies the discussion of Student A’s belief formation (Table
2).
Table 2Analysis of Student A’s belief formation
Inferential Rationality
Direct Perception

Authority
Consensus

Thoughts on Generative AI
Helping teachers with schoolwork+ Help students research and solve
problems+ Help students understand generative AI
properly+ If teachers do not have the skills to use
generative AI properly, they should not use
it.

Opportunity
Internship experience
Experience using chat-type generativeAI
Knowledge of AI applications in all
aspects of life
Awareness of the advantages anddisadvantages of using generative AI

Student A had an inferential idea based on his internship experience that “generative AI would help teachers with
their schoolwork.” Through his own experience with AI, he directly perceived the characteristics of AI and came up
with a different idea: “Generative AI helps students learn and solve their questions.” Moreover, after receiving an
explanation from an authoritative expert on how AI works and how it is used in society, he felt the importance of“fostering a correct understanding of generative AI among learners” and thought that AI should be taught in theclassroom. However, disagreements among the students in the group discussion led to a change in Student A’s views.

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Some students were positive about the use of generative AI, while others were negative. Student A eventuallyconcluded that “if teachers themselves do not have the skills to use generative AI appropriately, they should not use
it.

General Discussion

After reflecting on the results of the interviews with the four students, we discussed what could be said about themas a whole. As a result, we found three major commonalities. First, although none of the students had much experience
using AI, they had seen or heard of classes in which it was used, and from this experience, they inferentially judgedthat AI could be used. Second, students’ actual use of AI expanded the range of possible applications of AI in theclassroom. Specifically, they envisioned “activities to generate sentences” in Japanese and English courses, “activities
to collect, organize, and analyze information using generative AI” in inquiry-based learning in various subjects, and“activities to generate images using generative AI” when expressing unknown images that cannot be imagined. Third,
all students considered information from authoritative experts to be “important information” and incorporated it into
their own thinking. Specifically, all students believed that “generative AI is all over the world” and that “it is inevitableto deal with it in future education.”
Another particularly noteworthy result was the depth of thought that emerged from the discussions among the four
students. From the beginning, the students agreed that “generative AI is so abundant in the world that it is inevitablethat it should be addressed in education. On the other hand, one student with high motivation to use AI thought, “Iwant my students to learn about the features and appropriate use of generative AI by having them use it in class,”
while a student with low motivation to use AI thought, “I don’t think I can overcome my own weakness in using
technology, so I don’t think I will be able to use it in class in the future. However, I believe that there should be alecture on the appropriate use of generative AI.” Eventually, through these discussions, a consensus was reached thatteachers with sufficient skills to use generative AI should use it in their classes. Thus, the discussions helped to build
consensus among the students and deepen their thinking. However, this also made the students aware of the disparity
in their willingness and ability to use generative AI. Similar results were observed in Goto’s (2024b) study on
programming education practices for teachers, suggesting that the issue of “gaps in teachers’ willingness and skills to
use technology” is a perennial challenge in promoting the use of technology in education.

Conclusion
This study exploratively clarified the process by which teachers incorporate new technologies, especially generative
AI, into their own beliefs by analyzing the characteristics of belief formation among prospective teacher students. The
results showed that students inferentially perceived the usefulness of using generative AI in education from the
beginning, and the content of this inference varied according to differences in individual students’ experiences.
Students’ beliefs were further deepened by their own “direct perception” of the usefulness of using generative AI andby the “authority” they gained from listening to experts’ explanations. Finally, when students contributed their own
opinions to the discussion, consensus-building progressed, and the ideas of individual students deepened. However,
the results clearly showed differences in students’ willingness and ability to use generative AI.
These findings suggest that it is important for teachers to take advantage of training opportunities to (1) actually use
the technology and gain “direct perception” of its usefulness, (2) gain “authority” by listening to expert explanations,and (3) build “consensus” by exchanging opinions among teachers when introducing a technology into theirclassrooms. However, it was also suggested that some teachers may become inferentially negative due to their pastexperiences, or may become negative due to the perception of disparity through the exchange of opinions among
teachers. Therefore, measures must be taken to address these negative aspects when promoting teacher training.

References
Goto, T. (2024a). A Study on Belief Formation of Teachers for Realization of Independent Learning with ICT.
Doctoral dissertation, Graduate School of Informatics, Kansai University.
Goto, T. (2024b). Requirements for Promoting Programming Education that Fosters Creative Thinking: Focusing on
the Production of Educational Materials Incorporating the Viewpoint of STEAM Education. Bulletin of
STEAM Lab, Osaka Otani University, 4, (in press).
Ministry of Education, Culture, Sports, Science and Technology (2024). Leading DX Schools: Generating AI Pilot
Schools - Practical Application of Initiatives. https://leadingdxschool.mext.go.jp/report/ (2024.6.8.)
Takahashi, J. (2019). Principles of Educational Methods and Learning Evaluation. Methods and Technologies of Educationfor Becoming a Teacher Supporting Information Society, Sanseido.
Yoshizaki, S. (1997). Teacher as Designer Teacher as Actor. Kaneko Shobo.

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K-12 Teachers Competencies for AI Convergence Education
Seonga Lee
Honam University, Republic of Korea
seongalee@honam.ac.kr
Hyunjung Jang
Keimyung University, Republic of Korea
1005175@stu.kmu.ac.kr
Sanghan Yeo
Keimyung University, Republic of Korea
chamid@naver.com
Wooyong Eom
Keimyung University, Republic of Korea
weom@kmu.ac.kr

Abstract
The purpose of this study was to identify the competencies necessary for AI convergence education among K-12 teachers. To
achieve the purpose, the study was conducted in two phases. The first phase involved identifying competency groups for AI
convergence education by K-12 teachers. In the second phase, core competencies, sub-competencies, components, and behavioral
indicators for each competency group were identified. Methods such as literature reviews, case analyses, teacher interviews,
expert consultations were, and survey utilized. The results are as follows: First, the competency groups identified for AI
convergence education by K-12 teachers include AI literacy, AI convergence instructional design and operation, and AI
convergence instructional evaluation. Second, the competencies consist of 10 core competencies, 25 sub-competencies, and 149
behavioral indicators. These results provide a foundation for enhancing AI convergence education competencies among K-12
teachers and serve as a guideline for implementing AI convergence education.

Keywords: AI convergence education, AI convergence education competency, AI convergence educationcompetencies of K-12 school teachers

Introduction
South Korea's 2022 revised curriculum underscores the critical importance of digital literacy and provides acomprehensive framework for its integration across all subject areas (Ministry of Education, 2021). In thecontemporary world, digital literacy constitutes an essential competency, empowering learners to effectively navigate
and utilize a diverse array of information and technological tools. Specifically, artificial intelligence (AI) has emerged
as a fundamental component of digital literacy. AI technology is revolutionizing the educational landscape, offering
innovative approaches to enhance both teaching and learning processes. AI convergence education is defined as an
educational approach that fosters problem-solving skills through intra- and interdisciplinary convergence based on anunderstanding of the concepts and principles of AI (Park, et al., 2023; Han, et al., 2021). The importance of AI
convergence education is gaining traction in primary and secondary education, and teachers' AI convergence education
skills are essential for effective implementation (Lee, et al., 2022; Eom, 2023; Hong et al., 2021; Hrastinski et al., 2019).
The role of teachers is critical to the success of AI convergence education. Teachers need to have a deep
understanding of AI and the ability to utilize it in education. Unlike traditional technologies that have been utilized as
tools in teaching and learning contexts, AI convergence education requires not only the use of AI as a tool but also
the understanding of concepts and principles underlying AI itself. Consequently, new competencies are required for
educators to effectively implement AI convergence education. Therefore, study was to examine to identify thecompetencies of elementary and secondary school teachers for AI convergence education. To achieve the purpose,the following research contents have been established. First, the competency group of AI convergence education isderived. Second, the core competencies, sub-competencies, components, and behavioral indicators of AI convergenceeducation are identified.

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Research Design & Methods
Methods such as literature reviews, case analyses, teacher interviews, and expert consultations were utilized.
Subsequently, 615 teachers completed a survey to validate and finalize the competencies. A total of 20 teachers wereinterviewed. Specifically, 10 elementary school teachers and 10 secondary school teachers participated. A total of 12
experts participated in the expert review. Five elementary school teachers, five secondary school teachers, and two
university teachers participated. The survey was completed by 615 teachers, of which 312 were elementary school
teachers and 155 were secondary school teachers. When selecting research subjects, it is essential to consider specialized
knowledge, abilities in the relevant field, and representativeness (Eom et al., 2020). Consequently, the subjects of thisstudy were selected based on the following criteria: the elementary and secondary school teachers who are currently or
have previously worked in AI leading schools. The elementary and secondary school teachers who have participatedin AI convergence education-related training or refresher courses. The elementary and secondary school teachers withexperience in implementing AI convergence education, based on their knowledge of AI convergence education.
Teachers who were recommended by researchers and scholars at the Metropolitan Office of Education were also
selected as research subjects. Permission to participate in the survey was obtained via email in advance. Subsequently,
the teachers were sent the survey tool link via email to respond online.

Results
The competency groups identified for AI convergence education by K-12 teachers
The competency groups identified for AI convergence education by K-12 teachers include AI literacy, AI
convergence instructional design and operation, and AI convergence instructional evaluation. The AI convergenceeducation competency framework identified in this study comprises three main areas: AI literacy, AI convergence
instruction design and operation, and AI convergence instruction evaluation.
The AI literacy competency involves the ability to continuously explore and develop expertise for the educational
utilization of AI, grounded in both knowledge and practical use of AI. Core competencies within AI literacy include
understanding AI-related knowledge and applications, fundamental of AI convergence instruction, and AI ethics.
The AI convergence instructional design and operation competency focuses on the ability to design and manage AI
convergence instruction. Key competencies include analyzing AI convergence instruction, designing and developing
teaching and learning activities, selecting and developing appropriate media, designing evaluation tools, and operating
AI convergence instruction effectively.
The AI Convergence Instruction Evaluation Competency involves the ability to systematically evaluate learnerperformance in AI convergence classes, reflect on instructional practices, and utilize AI for class evaluation andfeedback. Core competencies include conducting evaluations and reflections on AI convergence instruction, and using
AI tools for assessment and feedback purposes.

Identify core competencies, sub-competencies, components, and behavioral indicators of AI
convergence education competencies by K-12 teachers
The competency groups identified for AI convergence education by K-12 teachers include AI literacy, AI
convergence instructional design and operation, and AI convergence instructional evaluation. The competencies
consist of 10 core competencies, 25 sub-competencies, and 149 behavioral indicators. Specifically, the AI literacy groupcontains 3 core competencies, 7 sub-competencies, 15 components, and 43 behavioral indicators. The AI convergence
instructional design and operation group comprises 5 core competencies, 13 sub-competencies, 26 components, and82 behavioral indicators. The AI convergence instructional evaluation group includes 2 core competencies, 5 subcompetencies, 9 components, and 24 behavioral indicators.
The AI convergence education competencies of elementary and secondary school teachers identified in this study
can be categorized by school level and presented as follows. First, the AI convergence education competencies of
elementary school teacher. The AI literacy group contains 3 core competencies, 7 sub-competencies, 15 components,
and 42 behavioral indicators. The AI convergence instructional design and operation group comprises 5 corecompetencies, 13 sub-competencies, 26 components, and 82 behavioral indicators. The AI convergence instructional
evaluation group includes 2 core competencies, 5 sub-competencies, 9 components, and 24 behavioral indicators.
Second, the AI convergence education competencies of secondary school teacher. The AI literacy group contains 3
core competencies, 7 sub-competencies, 15 components, and 43 behavioral indicators. The AI convergence
instructional design and operation group comprises 5 core competencies, 13 sub-competencies, 26 components, and82 behavioral indicators. The AI convergence instructional evaluation group includes 2 core competencies, 5 subcompetencies, 9 components, and 24 behavioral indicators.
The AI convergence education competency framework identified in this study can be presented as shown in Figure
1.

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Figure 1
AI convergence education competency framework by K-12 teachers

Conclusion
This study was conducted as follows to identify the competencies necessary for AI convergence education among K12 school teachers. The results of the study were as follows: First, the competencies of AI convergence education forelementary and secondary school teachers were derived based on domestic and international literature and case analysis,teacher interviews, and expert consultation. Second, through the validation process, the AI convergence educationcompetencies were divided into AI literacy competency group, AI convergence lesson design and operationcompetency group, and AI convergence lesson evaluation competency group.
The results of this study can be utilized as follows: First, the competency groups of AI convergence education thatare suitable for the context of AI convergence education operating in the field of elementary and secondary educationand the core competencies, sub-competencies, components, and behavioral indicators of each competency group canbe used as a basis for strengthening the competency of elementary and secondary teachers in AI convergence educationin the future. Second, the competency groups, core competencies, sub-competencies, components, and behavioral
indicators proposed based on the results of this study specifically present the competencies required to perform therole of teachers for AI convergence education, and each behavioral indicator can be used as a guideline for AI
convergence education for elementary and secondary teachers. Third, a competency diagnostic tool for AI convergenceeducation was developed to present the competencies of AI convergence education and diagnose the competencies,
which can be a basic resource for checking the competencies of AI convergence education of elementary and secondary
school teachers. Fourth, the behavioral indicators of AI convergence education competencies developed as a result of
this study, which specifically suggest the competencies of teachers to conduct AI convergence education, can be usedin the future to examine the changing educational needs of teachers through customized competency diagnosis
according to personal variables such as school level, teacher experience, and subject matter, and provide implications
for revising and redeveloping measures to strengthen teachers' competencies for AI convergence education.

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References
Ministry of Education (2021). The 2022 revised curriculum. Ministry of Education. Retrieved from https://www.
edunet.net/nedu/ncicsvc/listSub2022Form.do?menu_id=861
Han, S., Kim, T., & Ryu, M. (2021). Artificial intelligence education for AI thinking. BM Sungandang.
Park, G., Hwang, S., & Lee, J. (2023). Development and validation of teaching competence scale for teachers’ artificial
intelligence convergence education. Journal of Educational Technology, 39(1), 315-344.
Lee, D., Lee, B., & Lee, E. (2022). Competencies and training tasks for teachers in education using AI. The Journal of
Educational Information and Media, 28(2), 415-444.
Eom, W. (2023). Artificial intelligence for education and competency of teachers for using AI. In Proceedings of the 21th
International Conference for Media in Education. Wenzhou, China.
Eom, W., Lee, M., & Lee, S. (2020). Factors related to techno-stress perceived by elementary school teachers in aflipped learning environment. Journal of The Korean Association of Information Education, 24(2), 177-188.
Hong, S. J., Kim, H, J., & Park, Y. J. (2021). Exploring the potentials of AI integration into K-12 education. The Journalof Educational Information and Media, 27(3), 875-898.
Hrastinski, S., Olofsson, A. D., Arkenback, C., Ekstrom, S., Ericsson, E., Fransson, G., Jaldemark, J., Ryberg, T.,
Oberg, L., Fuentes, A., Gustafsson, U., Humble, N., Mozelius, P., Sundgren, M., & Utterberg, M. (2019). Criticalimaginaries and reflections on artificial intelligence and robots in post digital K-12 education. Post digital Scienceand Education, 1, 427-445.

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Transforming Teacher Beliefs for ICT-Enabled Collaborative
Learning in Japan
Yasushi Hirayama
Teikyo University of Science, Japanhira.yasushi@gmail.com
Takayuki Konno
Meisei University, Japankonno@t-konno.net
The purpose of this study is to clarify the process of transformation of mid-career teacher’s beliefs of teaching that occurs
when they reflect on the improvement of their classes, using the framework of "Three Levels of Experiment" of reflective
practice. Based on the interview data with one teacher whose beliefs of teaching have been developed through class improvement
based on rubric evaluation and who has begun to use ICT for collaborative learning, we analyzed the data using the Trajectory
Equifinality Modeling and considered it from the framework of "Three Levels of Experiment." The results revealed aprocess of repeated realization and reflection on the effectiveness of the rubric, as well as a process of learning and coming
to a teacher's beliefs based on constructivist instructional approaches while confirming the realization of the effectivenessobtained in the previous stage.

Keywords: Mid-career Teacher, Teachers' Beliefs of Teaching, Trajectory Equivalency Modeling,
Rubric Evaluation, ICT

Introduction
Teacher's beliefs based on constructivist instructional approaches necessary for active learning with ICT.
One of the reasons why collaborative learning with ICT is not actively conducted is the influence of teacher's beliefs
based on direct instructional practices (Ninomiya & Honda, 2004). Teacher's beliefs based on direct instructional
approaches utilize ICTs for the purpose of efficient knowledge transfer. In contrast, teacher’s beliefs based on
constructivist instructional approaches utilize ICTs for collaborative learning in order to have learners constructknowledge among themselves. Table 1 presents the differences between teacher's beliefs based on direct instructional
practices and teacher’s beliefs based on constructivist instructional approaches are summarized with reference toprevious research.
In Japanese elementary school settings, many teacher's beliefs based on direct instructional practices are central to thebeliefs of teaching (Yuguchi et al., 2019). In order to promote the use of ICT in collaborative learning, elementary
school teacher's beliefs based on constructivist instructional approaches need to be transformed. Several studies haveshown that teacher's practice and reflection are necessary for the transformation of their beliefs of teaching (Clark &Hollingworth, 2002; Korthagen & Vasalos, 2005).
This study targeted mid-career teachers in Japan. Suppose mid-career teacher's beliefs of teaching remain the same as
the teachers' beliefs based on direct instructional practices. In that case, they will need help to improve their teachingin such a way that constructivist instructional approaches are implemented at school sites. If we could capture in detailthe process of transformation of mid-career teacher's beliefs of teaching, we could gain knowledge that would
Table 1

Different beliefs of teaching
Beliefs of teaching

Direct instructional practices

Constructivist instructional approaches

Subjects in class

Teacher

Students

How to capture the learner

Passive

Proactive and independent

How to capture knowledge

Universally true

Socially Formed

Role of the Teacher

Knowledge Provide

Facilitation Appropriate feedback

Evaluation Method

Do it at a certain point

Ongoing

Separate it from the learning

Embedded in learning

Based on the work of Staub & Stern 2002, Kim 2005, and written by the author132

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contribute to the improvement of classes at school sites, such as the development of guidelines for the transformationof their beliefs of teaching. Therefore, we targeted Japanese mid-career teachers in this study.
THREE LEVELS OF EXPERIMENT” of reflective practice to capture the transformation of beliefs ofteaching. In this study, we used a framework related to reflective practice (Schön,1983), in which reflection in action
is used to construct or change a new framework for dealing with a problem. Schön describes the attempts ofprofessionals to construct new frameworks by identifying three types of practices: "Exploration," which involves trying
things out; "Move Testing," which involves making predictions and creating change; and "Hypothesis Testing," which
involves setting up a hypothesis and testing it (Schön,1983). In this study, we call this "Three Levels of Experiment"
and capture the process of transformation of mid-career teacher's beliefs of teaching that occurs when they use thisframework to improve their teaching and reflect on it. It is also reported that the "Three Levels of Experiment" canbe applied to teachers in the school field (Hirayama & Konno,2023). Therefore, the author thought that using the"Three Levels of Experiment" would make it easier to capture the process of class improvement and reflection that
leads to the construction and transformation of the teacher's beliefs based on constructivist instructional approaches,in accordance with the progression of teacher's class improvement in the three stages.
Purpose of the Study. The purpose of this study was to clarify the process of change in mid-career teacher's beliefsof teaching through reflection on the improvement of teaching, using the framework of the “Three Levels ofExperiment” of reflective practice.

Research Design & Methods
Target and acquired data. In this study, we collaborated with mid-career teacher's beliefs of teaching. Teacher A,
whose beliefs of teaching were transformed through class improvement on the theme of rubric evaluation and who
became a collaborative ICT user as a teacher who fits the purpose of the study. It has been reported that a teacher's
beliefs of teaching is not naturally transformed when one terminal and a high-speed Internet environment are provided
for each teacher, but are transformed through class improvement accompanied by the learning of educational
evaluation (Hirayama & Konno,2024). Therefore, we selected teacher whose beliefs of teaching was transformed
through classroom improvement on the theme of rubric evaluation and who began to use ICT for collaborative
learning. We obtained audio data from those teacher through semi-structured interviews.
Author's stance. The first author worked with Teacher A as a colleague at the same Japanese public elementary schoolfrom April 2023 to March 2024, the study period. The elementary school where the first author and Teacher A worked
was conducting an in-school research project to improve lessons with the theme of rubric evaluation. Teacher A wasa mid-career teacher who was the head of research in the school. The first author was a classroom teacher in the same
grade as Teacher A, and was involved with Teacher A as a consultant regarding the school's research.
Analysis Method. The analysis method used the Trajectory Equifinality Approach (hereinafter referred to as TEA),
which is considered to have strengths as both a thinking tool and a visualization tool for understanding humanactivities. In this study, we visualized the transformation of teacher's beliefs of teaching using one of the TEAs, theTrajectory Equality Model (hereinafter referred to as TEM).
In the TEA, the modified grounded theory (hereinafter referred to as M-GTA) of Kinoshita (2003) was used to classify
and analyze what was said in order to generate a TEM-based diagram (hereinafter referred to as TEM diagram), andthe audio data of the interviews were analyzed with the aid of the grounded theory.
The analyzed TEM diagrams were discussed using the "Three Levels of Experiment" framework of reflective practice.
In this study, the TEA process (Yasuda et al. , 2015) was followed in seven steps.
(1) Establishment of the Equifinality point and administration of the pre-interview questionnaire(2) First interview December 2023
(3) Second interview February 2024
(4) Analysis, creation, and revision of TEM diagrams(5) Additional interviews and revision of TEM diagrams May 2024
(6) Interview with Teacher A for final confirmation of TEM diagrams(7) Discussion using the "Three Levels of Experiment" framework

Results & Discussion
The results of the analysis are summarized in Figure 1. The change to the beliefs of teaching based on constructivist
instructional approaches was considered as the Equifinality point. However, because this study used M-GTA, the133

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Figure 1
The process of change in mid-career teacher's beliefs of teaching that occurs when they reflect on the
improvement of their classes

actual change to a teaching method that fosters collaborative, autonomous learners was analyzed with reference toTable 1 and considered as a change to a teacher's beliefs based on constructivist instructional approaches.
Phase I. Realization and reflection on the effects of the Exploration. Originally, Teacher A had used ICT withthe assumption that it was for individual learning. The teacher thought that it was impossible to develop the ability tothink and Expression and conducted the class with an unclear evaluation method. From there, we began to improve134

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the classes. During this period, the teacher gained positive feelings toward rubric evaluation. He also reflected on theneed to improve the rubric's descriptive words and class development.
Phase II Move Testing, confirming the effects obtained in the Exploration. The students were able to improvetheir teaching based on their reflections and to see if the positive feelings obtained in the Exploration session could
be obtained. As a result, they gained an understanding of the rubric and an awareness of its value. In order for thevalue of the rubric to emerge, they also reflected on points for improvement in their teaching methods in order to use
the rubric effectively.
Phase III: Teacher's beliefs based on constructivist instructional approaches, constructed through continued
Hypothesis Testing based on reflections obtained from Move Testing. Based on the reflections obtained from"Move Testing," further classroom improvements were made. As a result, the teacher's beliefs based on constructivist
instructional approaches, which is an awareness of the educational philosophy that supports rubric evaluation, wasobtained. The teacher's "Hypothesis Testing" did not end there. The process of reconfirming the reflections obtainedin "Move Testing" and deepening the sense of effectiveness obtained in "Exploration" were also confirmed. Twomonths after completing the lesson improvement, we confirmed that the teacher had not only continued to use ICTin the same way but had also been using ICT collaboratively in the math class by setting performance tasks and crossreferencing them.

Conclusion
The process of mid-career teacher's beliefs of teaching change through reflection on the improvement of teaching was
captured using the "Three Levels of Experiment" framework of reflective practice, and the following process was
revealed:
1. In the "Exploration" stage, we obtained a sense of effectiveness and the improvements necessary to achieve that
effectiveness.
2. In the "Move Testing," the participants improved their classes while confirming whether they could obtain theeffects they felt in the "Exploration," and understood the value of the rubric.
3. "Hypothesis Testing" continued, utilizing the points to be improved in order to use the rubrics effectively, and theconstructivist beliefs of teaching, which is an awareness of the educational philosophy that supports rubric evaluation,
which is a constructivist belief of instructional approaches, was constructed.
Not stopping there, "Hypothesis Testing" was continued, and constructivist instruction began to be implemented. ICT
was also used for collaborative learning.

References
Clarke, D. & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher
Education, 18(8), 947-967.
Hirayama, Y. & Konno, T. (2023). Syousatsutekijissennronn kara toraeru sidoukan hennyou no yousou. Japan
Association for Educational Media Study 30th Annual Conference,147-148.
Hirayama, Y. & Konno, T. (2024). A Study on the Transformation of Public Elementary School Middle-Career
Teachers' Beliefs about Teaching in the Period when the ICT Environment was Beginning to Improve ．
International Conference for Media in Education,17(2),459-462.
Kinoshita, Y. (2003). Modified grounded theory approach. Tokyo: Kouboundou Publishers Inc.
Korthagen, F. & Vasalos, A. (2005). Level in Reflection: Core Reflection as a Means to Enhance Professional Growth.
Teachers and Teaching. Theory and Practice, 11(1), 47–71.
Ninomiya, T. & Honda, T. (2004). The Learning Environment in the Information Age: Investigationand Training to
the Teachers. Research Journal of Educational Methods, 29, 97–106.
Schön, Donald. Alan. (1983). The Reflective Practitioner: How. Professionals Think in Action. New York: Basic
Books.
Yasuda, Y., Nameda, A., Fukuda, M. & Sato, T. (2015). TEA Riron henn – hukusennkeirotouisei. apuro-ti no kiso womanabu. Japan: Shinyousya.
Yuguchi, M., Sugimoto, K., Fukuda, M. & Moriwaki, Y. (2019). Taiiku gakusyuu ni okeru kyousi no kakawari kata no.
hennyou:Kouseisyugitekigakusyuukann no tatiba kara. Naruto University of Education Forum for Classroom
Research, 18, 121–127.

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Transformation of Student Teachers’ Instructional Design
Kento NAKAMURA
Department of Mathematics and Science Education, Graduate School of Science, Tokyo University of Science, Japan
1722706＠ed.tus.ac.jp
Tadashi MISONO
Institute of Education, Academic Assembly, Shimane University, Japan
misono＠edu.shimane-u.ac.jp
Yuki WATANABE
Department of Mathematics and Science Education, Graduate School of Science, Tokyo University of Science, Japan
wat＠rs.tus.ac.jp
This study aimed to reveal how student teachers utilize the learning of instructional design in their teacher-training course
into the lesson design of the teachers’ teaching practice. We identified aspects of instructional design commonly integrated
into lesson planning: incorporating informing the learner of the objective, presenting the stimulus material, and eliciting
performance. Furthermore, we observed students incorporating aspects of the nine events of instruction and the ARCS
model into their lesson designs when drawing on their experiences from lectures on teaching methods and guidance fromsupervising instructors.

Keywords: Instructional Design, Student-Teacher, Trajectory Equifinality Approach

Introduction
Research BackgroundIn their study, Ishikawa et al. (2023) pointed out the lack of research on instructional design (ID) practices in Japan,emphasizing the need for studies that contribute to developing teachers' practical skills. Nakamura et al. (2021) havedeveloped lectures to enable students to design lessons by incorporating various ID theories. Through these lectures,students in the mathematics teacher-training program were reported to be able to create lesson plans based on the nine
events of instruction (Gagné & Briggs, 1974) and the attention, relevance, confidence, and satisfaction (ARCS) model(Keller, 2009), which are included in ID theories.
In ID, conducting learner analysis is emphasized as the first step in lesson design (Takahashi, 2016). However, it may
be challenging for pre-service teacher-training students to conduct learner analysis before going to teaching practice,as they do not have students in front of them at that stage. Therefore, it is necessary to clarify whether pre-service
teacher trainees can apply what they have learned in their teacher training program to designing lesson plans andteaching practices during teaching practice.

PurposeThis study aims to reveal how student teachers utilize the learning of ID in their teacher-training course into the lesson
design of the teachers’ teaching practice.

Methods
To achieve the research objectives, we utilized the learning of instructional design (ID) in the “ID and Technology(IDT)” course as a case study. We interviewed pre-service teachers to elucidate the lesson design process during
teaching practice. We analyzed the data using the Trajectory Equifinality Approach (TEA).

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Trajectory Equifinality Approach
TEA is a qualitative research method that involves identifying equifinality point (EFP), exploring multiple trajectories
individuals take to reach these points, and elucidating why they chose those trajectories (Yasuda et al., 2015). Figure
1 shows the Trajectory Equifinality Modeling Diagram. According to Sato and Yasuda (2012), the forces that propel
individuals toward EFP, including support from others, social assistance, and cognitive recognition that supports
institutional structures, are termed “Social Guidance” (SG). Conversely, events that oppose EFP, known as Polarized
Equifinality Point (P-EFP), are associated with forces pushing individuals away from these points, termed “Social
Direction” (SD). Additionally, points individuals must pass through to reach a destination are called “Obligatory
Passage Points” (OPPs).
Figure 1.
Trajectory Equifinality Modeling (TEM) Diagram (Fukuda, 2022)

Participants
The participants were three mathematics student teachers affiliated with the Faculty of Science at University A in
Tokyo. They completed the instructional design and technology (IDT) course in the 2022 academic year and underwent
teaching practice in their fourth year in the following year, 2023. These three students agreed to participate in thepresent survey. Hereafter, we will refer to the participants as Teacher A, B, and C.

Overview of the Instructional Design and Technology Course
The course IDT, offered at University A in Tokyo, which was the focus of this study, is a mandatory 1-credit course
consisting of eight sessions. This course is identical to the one reported by Nakamura et al. (2021). Through this course,
students designed and refined instructional plans. Specifically, the nine events of instruction covered in the second
session are essential models for designing the basic structure of lessons, while the ARCS model covered in the fourth
session is crucial for promoting active learning (Inagaki, 2019). These ID models should be prioritized in lesson design
based on these observations. Therefore, we provided students with a checklist to assist them in incorporating ID
models into their instructional plans.

Summary of the Interview Survey
To investigate the process of instructional design during teaching practice, we conducted semi-structured online
interviews from June to October 2023, following the completion of the teaching practice. The survey items consistedof: (1) What aspects of the lessons were designed from the perspective of the nine instructional events? (2) What
aspects of the lessons were designed from the perspective of the ARCS model?
Additionally, if participants mentioned any innovative aspects of their lessons, we asked whether these innovations
were based on their learning in the IDT course.

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Results
In this study, we defined EFP as “Designing teaching practice lessons based on learning in IDT course” and P-EFP
as “Designing teaching practice lessons based on the courses other than IDT or advice from advisors.” The analysis
revealed that the instructional design process consisted of two phases: (1) a phase based on existing knowledge andexperience, and (2) a phase within the interaction of students, supervising instructors, and other factors.
Figure 2
Integrated trajectory equifinality modeling diagram of the teachers’ instructional design process138

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Discussion
In the analysis, it was evident that during the initial phase of instructional design based on existing knowledge andexperience (Phase 1), which corresponded to the early stages of teaching practice, students designed their lessons using
their prior knowledge and experiences. Particularly noteworthy was the incorporation of ID perspectives that became
OPPs, namely, OPPs such as “informing the learner of the objective (Event 2),” “presenting the stimulus material(Event 4),” “ eliciting performance (Event 6),” and “Attention,” which were also found to be easily integrated into
instructional plans as reported by Nakamura et al. (2021). This result suggests that these perspectives were applicableto the development of instructional plans and could be incorporated into the teaching practices during the teachingpractice period.

During the subsequent phase, characterized by interactions between students, supervising teachers, and others (Phase2), which occurred in the middle to later stages of teaching practice, teachers employed various strategies to refine theirinstructional designs based on student reactions and interactions with supervising teachers. It became apparent thatthe strategies adopted in instructional design during this phase were diverse. Specifically, even with the same social
event of “student reactions during class,” students varied in whether they leaned toward SD or SG. This result indicatesthat in Phase 2, there was a need to incorporate aspects and perspectives from the nine events of instruction and the
ARCS model that closely addressed student situations and learning realities into instructional designs, done throughinteractions with advisors and students.
While these perspectives are not immediately applicable to designing instructions during teaching practice, they weresuggested to be utilized through interactions with others.

Acknowledgments
This work was supported by JSPS KAKENHI Grant Number JP22H01065.

References
Fukuda, M. (2022) Chapter 1: Basic Concepts of TEA. In Sato, T., & Yasuda, Y. (Ed.) (2022) Describing Interpersonal
Assistance Processes and Bifurcations by TEA: A Practical Study in Childcare, Nursing, and Clinical and Disability Fields.
Seishin-shobo, Tokyo. (in Japanese)
Gagne, R. M., & Briggs, L. J. (1974). Principles of instructional design. Holt, Rinehart & Winston.
Inagaki, T. (Eds.) (2019) Methods and Technologies of Education: Instructional Design for Proactive, Interactive and Deep Learning.
Kitaoji-shobo. (in Japanese)
Ishikawa, N., Ichikawa, H., Abe, M., Ishida, Y., Ichimura, Y., Kai, A., Sugiura, M., Nemoto, J., & Takahashi, A.
Instructional Design Research in Japan (2019-2022): A Literature Review, Japan Society for Educational Technology(JSET) Research Reports, 2023, 4, 92-99. https://doi.org/10.15077/jsetstudy.2023.4_92 (in Japanese)
Keller, J. M. (2009). Motivational design for learning and performance: The ARCS model approach. Springer Science & BusinessMedia.
Nakamura, K., Misono, T., & Watanabe, Y. (2021). Development of an Effective and Engaging Instructional Design
and Technology Course. International Journal for Educational Media and Technology, 15(1), 81–94.
Sato, T., & Yasuda, Y. (2012). Life pathways revealed by TEM: New developments in qualitative research, Seishin-shobo. (inJapanese)
Takahashi, A. (2016). Chapter 6: Tools for “no waste”. In Nemoto, J. (editor), Suzuki, K. (supervisor) Toolbox ofInstructional Design 101, Kitaoji-shobo, pp. 152-153 (in Japanese)
Yasuda, Y., Nameda, A., Fukuda, M., & Sato, T. (Ed.) (2015) TEA Theory Edition: Learn the Fundamentals of Trajectory
Equifinality Approach. Shinnyou-sha, Tokyo (in Japanese)139

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The Educational Innovation of South Korea: The development ofan AI courseware dashboard prototype for teachers
Eunseon Lim
Seoul National University, Republic of Korea
Chloelim@snu.ac.kr
Yeil Jeong
Intercollegiate Initiative Talent Development, Seoul National University, Republic of Korea
yell001@snu.ac.kr
Eunseo Lee
Seoul National University, Republic of Korea
eunseolee@snu.ac.kr
Taeyeon Eom
Seoul National University, Republic of Korea
eomcalm@snu.ac.kr
Minhee Lim
Seoul National University, Republic of Korea
minhee1603@snu.ac.kr
Cheolil Lim
Seoul National University, Republic of Korea
Chlim@snu.ac.kr

As data-based educational innovation proceeds, attention is being paid to AI courseware anddashboards that utilize learner data. While research on learner facing dashboards is actively conducted,
research on teacher facing dashboards is insufficient. This study aims to develop a teacher facing
dashboard prototype of AI courseware to support instructional design for elementary school mathematics
teachers. Following the design and development research methodology, this study proceeded with literature
review and case analysis, needs analysis, development of dashboard design principles, initial prototype
development and usability test, and final prototype development. Through a needs analysis of 43 inservice elementary school teachers, the necessity for a teacher facing dashboard for instructors that provides
appropriate intuitive feedback on individual learners' learning status and supports personalized
instructional design was identified, and we derived dashboard design principles from the results.
Reflecting these, an initial prototype was developed and after usability test, the finalized prototype consistsof six tabs: Home, Learning Status Analysis, Achievement Analysis, Incorrect Answers Analysis,
Messaging and Chat, and Settings. This study is significant in that it developed a teacher facing
dashboard prototype based on the needs of in-service teachers, and in the current situation where theintroduction of AI digital textbooks is being promoted, it also presents a prototype structure for theteacher facing dashboard of AI courseware.
Keywords: AI courseware, Instructional design, Learning analytics Teacher facing dashboard,

Introduction
The introduction of AI digital textbooks and AI courseware in public education will be promoted starting in 2025.
The introduction of AI digital textbooks enables appropriate learning courses and prescriptions based on students'
learning data, and teachers can also use them to support students' learning. At this time, teachers must be able tounderstand the learning analysis results displayed in the form of a dashboard and prescribe appropriate customized

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feedback to students based on this. However, it can place an excessive burden on individual teachers to interpret thevarious data provided by the dashboard and design customized feedback for each students(Ham et al., 2020).
Accordingly, there is a need to develop a dashboard for instructors that can intuitively understand the learning analysis
results of AI digital textbooks and use them in classes. The specific research questions for this are as follows. First,
what is the teacher's needs for teacher facing dashboard? Second, what are the design principles teacher facing
dashboard? Third, how is the dashboard for AI courseware teacher facing dashboard structured?

Research Design & Methods
This study used products and tools research from design and development research methodology to create a dashboard
within an AI-based courseware, aimed at supporting teachers' instructional design in elementary mathematics. The
design and development research methodology is a systematic research approach that encompasses the processes ofdesigning, developing, and evaluating instructional and non-instructional outputs and tools, as well as the developmentof new or improved models that guide these processes (Richey & Klein, 2007). This research methodology is divided
into products and tools research and model research. Following to the procedures of products and tools research, thisstudy was conducted in two stages: tool development and usability evaluation. The tool development involved
conducting prior research and case analysis, needs analysis, and the development of dashboard design principles. It
was followed by the initial dashboard development. The usability evaluation phase then assessed and refined thedashboard, resulting in the creation of the final dashboard. First, we surveyed and analyzed previous studies and cases
related to dashboards both in Korea and abroad. In the context of the elementary school mathematics curriculum, wecategorized these studies and cases into major functions, effects, and implications of dashboards by learner type.
Second, we conducted surveys and interviews with in-service teachers, educational technology experts, and dashboard
developers for needs analysis. The survey comprised 43 selective and open-ended questions aimed at identifying
instructors' needs and getting specific opinions regarding the teaching of the elementary school math curriculum. Theinterviews involved three in-service teachers, one doctor of educational technology, and one educational dashboard
developer, all experienced in using AI courseware. The interview questions, centered on their experiences with thedashboard and development directions, included 13 questions and were conducted one-on-one in an online, non-faceto-face setting. Third, based on the analysis results, we derived design principles for AI courseware dashboards tosupport instructors' instructional design. These design principles were subsequently modified and supplemented
through an expert validation process. Fourth, we developed an initial prototype based on the analysis and conducteda usability evaluation. This evaluation allowed us to identify improvements to the prototype and assess user reactions.
Fifth, we developed the final prototype by incorporating the results of the usability evaluation and analysis.

Results
Results of Needs Analysis

Education experts, teachers, and developers highlighted the importance of AI systems in mathematics education andemphasized the need for teacher-facing dashboards. Regarding the use of AI systems in mathematics education, theyreported utilizing them for level-specific learning and providing customized feedback to each learner, primarily throughdiagnostic evaluation, problem-solving assistance, and achievement/understanding analysis. These systems could also
serve as valuable material for parent counseling. Teachers stressed the importance of easily comprehensible results andquick analysis from the system. They also emphasized that the teacher's role remains crucial when implementing such
systems. Concerning teacher-facing dashboards, there was a consensus on their necessity. However, respondents
cautioned against information overload, suggesting that only essential information should be visualized. Key metrics
to include are the percentage of correct answers by question and by learner, classification of learners by level, overall
class achievement, and identification of concepts that were weak in previous grades. The overall sentiment was apreference for dashboards that present critical information clearly and concisely. The survey results provided valuable
insights into teachers' perspectives and challenges. All respondents (n=44, 100%) recognized the benefits of datareflective lesson design for learner analysis, though many reported difficulties in its practical implementation. Whileobservation is the primary method for collecting student data (n=41, 93.2%), teachers acknowledged the need formore sophisticated analysis and visualization methods, particularly for learners who are challenging to assess throughobservation alone. Majority of teachers (n=32, 72.7%) identified differences in students' pre-learning levels as a major
challenge in teaching mathematics. They expressed optimism that AI dashboards could help address these disparities,
suggesting a potential solution to a persistent challenge.

Design Principles

Based on the research and case analysis, interviews, and surveys, we developed a set of design principles for the AI
dashboard. The first principle focuses on meaningful information presentation. This involves using visual elements
such as symbols, metaphors, graphs, and colors to convey information more effectively than numbers alone. The
dashboard should present only the essential elements concisely, given the limited screen space. To ensure clarity,141

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explanations of these visual elements should be readily available through tooltips, guides, or instructions. Information
hierarchization forms the second principle. This approach involves presenting an overview of the entire situation
before diving into more detailed information as needed. It also emphasizes the importance of representing therelationships between key areas within the curriculum, providing context for the data presented. The third principle isuser-centric customization. This feature allows instructors to tailor the dashboard to their specific needs by modifying
its layout, selecting additional information beyond the basic functionality, and choosing which dates, classes, andmeasurement units to display in the default view. This flexibility ensures that the dashboard can adapt to various
teaching styles and contexts. The principle of prescription is the fourth. This involves presenting information in a waythat can be directly utilized for teaching and learning. The dashboard should interpret data to provide actionableinsights, offer personalized feedback based on individual learner data, and integrate learners' status updates with the
instructor's feedback interface. This approach aims to make the data not just informative, but immediately applicableto the teaching process. Finally, the principle of comparative information provision ensures that the dashboard
presents data in a way that allows for understanding learners' relative positions. This includes presenting individual
learner data alongside that of their peers, enabling teachers to identify patterns, outliers, and areas needing attention
across their class or cohort. These principles aim to create a dashboard that not only presents data clearly and effectively
but also supports teachers in making informed decisions and tailoring their instruction to meet the diverse needs oftheir students in mathematics education.

Prototype and Usability Test
Based on the design principles of AI courseware dashboard derived from the results of prior research andneeds analysis, we implemented an initial prototype. The prototype consisted of five tabs: Learning status Analysis,
Achievement Analysis, Incorrect Question Analysis, Message & Chat, and Settings. The initial prototype was
implemented through InVision, and according to the design principles, instructors can edit the dashboard based on
the information they want, and data can be visualized using tables and graphs. Additionally, we supported teachers'
immediate understanding of various information by briefly presenting data analysis results in sentence form, allowing
new information to be accessed by clicking on data, and using colors to highlight important information. The resultsof the usability evaluation for the initial prototype, conducted with experts including current teachers and professorsof educational technology, are as follows. The home screen required visualization using shapes and colors instead oftext, considering large class sizes. For learning status analysis, detailed information such as individual learners' actual
study time, time spent on problem-solving, and task completion rates was needed. Achievement analysis and incorrect
answer analysis tabs needed result linkage and easy tab switching due to their high semantic relevance. Overall,
modifications focused on enhancing visualization and improving user experience were proposed. These improvements
are expected to enable teachers to more effectively grasp students' learning situations.

Final Dashboard

Based on the results of the needs analysis, design principles, and usability evaluation of the initial prototype, wedeveloped the final prototype of an AI courseware dashboard to support teachers' instructional design. First, based on
the needs analysis results, we derived the structure of the final prototype as shown in <Table 1>. The Home tab
displays real-time learning status of the class, students needing assistance, and new messages and chats. The Learning
Status Analysis tab presents detailed learning states for both the entire class and individual students. The Achievement
Analysis tab analyzes the achievement levels of the whole class and individual students, providing instructional
intervention strategies. Individual student achievement analysis shows achievement by domain, problem type, and an
overall domain taxonomy. The Incorrect Answer Analysis tab analyzes answer rates and error types for both the entire
class and individual students. The Messages and Chats tab provides students' questions and related information,
allowing reference to previous answers. The Settings tab enables teachers to personalize the dashboard's functions,order, and style. Then, based on the design principles, we adopted the following functions for each structure andvisualization methods for each function. First, throughout the prototype, rather than presenting students' learning
status and achievement as simple numbers, we used graphs, colors, etc., and provided explanations for interpretation
through a detailed view function for graphs and colors (Principle 1: Presentation of Meaningful Information). Second,
we structured the dashboard to first present an overall view that teachers can grasp at a glance, allowing them to click
for more detailed information if needed. We also visualized data considering the relationships between subject areas
such as numbers and operations, change and relationships, etc., in accordance with the characteristics of mathematics
as a subject (Principle 2: Information Hierarchy). Third, we enabled teachers to edit the layout, such as selecting
dashboard utilization functions or changing the viewing order, using the settings tab (Principle 3: User-Centered
Customization). Fourth, along with data interpretation results, we provided prescriptive information such as feedback
and notifications that can be used in teaching and learning based on these results (Principle 4: Prescription). Fifth, weallowed teachers to view information about students' relative positions within the class and nationwide, and enabledeasy navigation between individual student pages (Principle 5: Provision of Comparative Information).
Table 1 Final Prototype Structure142

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Tab

Home

Learning Status
Analysis
Achievement
Analysis
Incorrect Answer
Analysis
Messages and Chats
Settings

FunctionsIndividual student

Class as a whole

Real-time learning status
Students needing help
New messages and chats Learning Status Analysis
Weekly learning status
Assignment-wise learning status
Assignment submission status
Learning guidance status Achievement Analysis
Learning activity pattern analysis
Weekly learning status
Assignment submission status
Assignment-wise learning status
Learning guidance status
Domain-wise achievement
Unit-wise class achievement trends
Problem type-wise achievement
Unit-wise achievement analysis
Overall domain taxonomy check
Assignment-wise correct/incorrect answers
Problem correct answer rate
Unit-wise correct/incorrect answers
Messages
Chats
Function selection
View order editing
Style selection

Discussion
This study was conducted with the aim of developing an AI courseware-based dashboard to support teachers'
instructional design within the context of elementary school mathematics. To achieve this, Richey and Klein's (2014)
design and development research methodology was used, which included a review of prior research and case analysis,needs analysis, development of dashboard design principles, initial prototype development and usability evaluation,and final prototype development. Based on the results and implications of this study, the following discussions weredrawn: First, teachers greatly recognized the need for tools that enhance data-driven lesson design capabilities andsimplify their implementation. Supporting data-driven decision-making in instructional design is effective in improving
teaching performance, but efforts are needed to organize and simplify this from the teacher's perspective. Second, theAI courseware dashboard should not only display meaningful information for learning but also be developed basedon user-centered information design. Prior research emphasizes providing distinctive options in both the presentation
method and the data offered, and approaches like those attempted in this study could help teachers perform
customized instructional designs based on individual learner data (Molenaar et al., 2019; Volarić & Ljubić, 2017).

Conclusion
This study is significant in that it provides implications for teacher dashboards of AI digital textbooks, which are
currently being promoted, and presents specific structures and examples of teacher dashboards. The limitations of thisstudy and suggestions for further research are as follows: First, the dashboard developed in this study is a prototype
and has not yet been applied in actual educational settings. Therefore, it is necessary to systematize it for use in realclassroom scenarios to confirm the external validity of the dashboard. Second, this study focused on developing adashboard prototype in the context of the elementary mathematics curriculum. Since dashboards need to be developed
separately according to the subject, the results of this study may not be generally applicable to other school levels andsubjects. Future research could consider developing teacher dashboards for other school levels and subjects besides
elementary mathematics or developing visualization principles for teacher dashboards that can be universally usedwithout distinction of school level and subject.

References
Ham, Y., Kim, J., Heo, S., Han, H., & Choi, S. (2020). Development of the digital textbook dashboard prototype for supporting
self-directed learning. Journal of Educational Technology, 36(1), 1-31.
Molenaar, I., Horvers, A., Dijkstra, S. H. E., & Baker, R. S. (2019). Designing dashboards to support learners' self-regulated learning.
Proceedings of the 9th International Conference on Learning Analytics & Knowledge(LAK 19).
Richey, R., & Klein, J. (2007). Design and development research: Methods, strategies, andissues. Routledge.
Richey, R., & Klein, J. (2014). Design and development research. Handbook of research on educational communications and technology, 141-150.
Volarić, T., & Ljubić, H. (2017). Learner and course dashboards for intelligent learning management systems. Proceedings of the 2017
25th International Conference on Software, Telecommunications and Computer Networks (SoftCOM), 1-6.

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Development of Digital Citizenship Learning Materials to Address
AI-Generated Bias and Societal Impact
Tamami IMADO
Graduate school of Kansai University
Abstract
This study aims to develop digital citizenship educational materials that address the biases generated by AI and their societal
impacts. The proposed materials are designed to engage high school students with the ethical and social challenges posed by
AI. The importance of AI literacy and critical thinking in fostering responsible AI usage is emphasized.

Keywords: Digital Citizenship. AI Bias. AI Literacy

1. Introduction
The rapid advancement of AI technologies has brought both opportunities and ethical concerns. According to a 2023
survey by the Nippon Foundation, 36.1% of Japanese youth aged 17 to 19 have used generative AI. This study aims
to develop educational tools to help students understand and address the ethical and social issues associated with AIgenerated content.

2. Background
Emily M. Bender (2021) has highlighted the dangers posed by AI biases, which can perpetuate societal discriminationand inequality. UNESCO’s 2021 recommendations on AI ethics emphasize the need for ethical safeguards to prevent
AI systems from embedding biases that threaten human rights (UNESCO, 2021). The 2023 UNESCO guidelines on
generative AI stress the critical examination of the values, cultural standards, and social norms embedded in AI training
models (UNESCO, 2023). I experimented with creating an illustration of a Japanese educational technology conference
for a generative AI. The AI generated an image with mostly males. This raised my concerns about AI reinforcing
societal biases.

3. Research Objective
The objective of this study is to develop Learning materials that encourage high school students to critically engage
with the ethical and societal issues posed by AI-generated content. The materials aim to foster AI literacy and criticalthinking, enabling students to use AI technologies responsibly.

4. Literature Review
Digital citizenship education, as promoted by Common Sense Education, advocates for practical learning about AI
principles and responsible usage.
Mima (2024) defined AI literacy as understanding AI, using it appropriately, and considering the impact of thetechnology on society and culture while practicing responsible behavior.
Mima (2024) also suggests two effective learning methods: discussion-based learning and project-based learning. The
ELSI integrated PBL approach combines ethical, legal, and social issues with problem-solving activities, encouraging
students to consider the sustainability and fairness of their solutions.

5. Methodology
The proposed digital citizenship curriculum includes activities where students generate images using AI and criticallyanalyze the resulting biases. The curriculum emphasizes the importance of verifying information and understanding
the societal impact of AI-generated content. The educational framework is based on the five key questions from theCenter for Media Literacy to encourage critical thinking about media messages.

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“Five key questions”
1. Who authored this message?
2. What techniques are used to get our attention?
3. how will people interpret this message?
4. What values and perspectives are expressed? What values and perspectives are expressed, or are they missing?
5. Why is this message being sent?
The five key questions focus on how personal emotions and knowledge-experience biases shape our understandingof the media.
I proposed a lesson based on five key questions.

6. Implementation
In November 2023, 34 first-year high school students in Ibaraki Prefecture participated in the pilot implementation of
the digital citizenship curriculum. The students used one of the applications, Canva, to create AI-generated images anddiscussed the biases found in the generated content.
The highlight of the lesson for many students was creating images with AI for the first time. They were surprised andamused by the gender bias and other results. The classroom activities demonstrated significant student engagement
and critical reflections on AI biases.

6.1. The Flow of the Lesson
Step 1:
Confirm what students are looking for paying attention when receiving information to verify its authenticity.
Step 2:The teacher presents several images and asks the students whether the images are real or fake. All the images are fakeand generated by AI. The teacher explains that there are many AI-generated images and videos online whose veracity
cannot be determined.
Defining “Bias”:
Bias is defined as having a prejudice in favor of or against one person, group, or thing in a way considered to be unfair.
Step3:
Students create images using AI and reflect on the generated images:•Why do AI-generated images exhibit bias?
•What societal issues and inconveniences arise from AI-generated biases?
•How do people’s values and assumptions affect the interpretation of AI-generated messages?
Students discuss ways to address the biases.

6.2. Classroom Reactions
Students noted that while gender differences in occupations may reflect reality, they felt that the prejudice against"Japan families," the predominance of white males in the image of "CEO," and the portrayal of black males as "thievesarrested by the police" and "criminals" were inappropriate. They expressed concern about the bias observed in the AIgenerated images.

6.3. Teacher’s Explanation:
The teacher explained that AI learns, and reasons based on real-world data, which can reflect existing prejudices andmajorities. AI can reinforce societal biases, and it is humans who must address and eliminate these biases.

7. Results
The findings suggest that the proposed educational materials effectively raised students’ awareness of AI biases andtheir societal implications. The students expressed concern about the biases inherent in AI-generated content andrecognized the potential societal impact.
The study highlights the need for continued development of AI literacy and digital citizenship education to prepare
students for the ethical challenges of the AI era.

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7.1. Impressions immediately after the class• “Creating and critically analyzing AI-generated images made me realize the bias issues within myself and AI.”• “It’s scary to think that AI creators’ values and perspectives might become societal norms.”• “AI biases can influence and be influenced by people.”• “I was concerned about the truthfulness of AI information, but now I realize the importance of considering AI
biases too. It’s essential to recognize our biases and critically engage with information.”
Out of 34 students, 30 expressed concerns about AI biases and the potential distortion of information and societal
impact, such as the amplification of discrimination.

7.2. Reflections two month after the class
Two months after the lesson, the students were asked, “How do you think generative AI affects high school
students?” 69.5% of the students responded that AI creates ethical challenges and strengthens unconscious biases.
The students demonstrated a significant awareness of the biases generated by AI and their societal impact.

8. Conclusion
This study contributes to the development of digital citizenship education by providing 5 key questions for addressing
AI-generated biases.
Mima (2024) argues that discussion-based and project-based learning helps students understand complex issues deeply,
fostering critical thinking and creativity for solutions. This process enhances students’ sense of responsibility andethical judgment, making AI literacy an essential component for living in the AI era. Continued efforts to develop andimplement AI bias and AI literacy-focused digital citizenship education are necessary to equip students with the skills
and mindset needed to navigate the AI-driven world.
Future study will focus on refining these materials and exploring their long-term impact on students’ understandingof AI ethics and responsible usage.

References
Bender, M.E., Gebru, T. McMillan-Major., A., & Shmargaret, S. (2021). On the Dangers of Stochastic Parrots: Can
Language Models Be Too Big?. Proceedings of the 2021 ACM Conference on Fairness, Accountability, andTransparency
Council of Europe. (2022). Digital Citizenship Education Trainers' Pack
Retrieved June 30, 2024, from: https://rm.coe.int/168093586f
The Nippon Foundation.(2023). The 57th Nippon Foundation Survey on the Awareness of 18-Year-Olds: “AI”
https://www.nippon-foundation.or.jp/who/news/pr/2023/
Mima, N. (2024). Generative AI and Education：Cultivating Literacy for Living in the Age of AI : New
Developments in Discussion-Based Learning and Project-Based Learning. Information Processing Society ofJapan.Vol.65.7. e14 - e19
UNESCO. (2021). UNESCO’s Recommendation on the Ethics of Artificial Intelligence: key facts.
Retrieved June 30, 2024, from: https://unesdoc.unesco.org/ark:/48223/pf0000385082
UNESCO. (2023). Guidance for generative AI in education and research.
https://www.gcedclearinghouse.org/sites/default/files/resources/230089eng.pdf

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How and What Do the Elementary Practices Using Individual PCs
Represent about "Information Literacy"? : Based on Observations
from Video Reports
Yoshikazu YAMAGUCHI
Hokkaido University of Education, Hakodate campus, Japan
yamaguchi.yoshikazu@h.hokkyodai.ac.jp
Abstract: One alternative approach to the traditional "verification model" is an approach to explore pedagogical meaning
based on narratives and visual data. At a research conference focusing on broadcast education and the utilization of ICT,
we examined the proposal materials (videos introducing the units) provided by teachers. These materials either emphasized
the structure of the unit, i.e., the development of major learning activities and the use of teaching materials, narrated theflow of topics throughout the unit and the necessity of the learning themes, highlighted the implementation and outcomes ofstudent activities, or aimed to clearly explain the teacher's instructional actions. Based on these observations, we discussed
ways to extract the meaning of “information utilization” or “applying ICT devices to problem solving” from usual practices
in schools.

Keywords: Broadcast Program for School, Classroom Research, Information Literacy/Information
Utilize Skills, Narrative, Video Report

Introduction
In Japanese elementary schools, classes aimed at developing “Information Literacy/Information Utilization Skills” areconducted in a distributed manner across a variety of subjects. Local governments may create their own frameworks
for developing skills, or schools may create their own frameworks. There seem to be two main approaches to the useof such frameworks. The first is to use more simplified tables (e.g., Oita Prefecture and Hokkaido). The second is toshow links to learning activities (e.g., Iwate Prefecture, Tottori Prefecture, Hyogo Prefecture, Yamaguchi City, etc.).
Kumamoto City in particular has published multimodal instructional materials that are rich in information (Kumamoto
City Education Center, 2024)
However, it is difficult for most teachers to properly estimate the development of information literacy. Alongside
general frameworks for fostering information utilization skills, it is necessary to establish methods for identifying theoutcomes of lesson studies and instructional material research from specific practical examples. Particularly in recent
times, there has been an increasing use of visual materials such as videos and photos. How to effectively utilize suchvisual data should be an important theme for every school and teacher. Therefore, this report investigates what andhow the learning units summarized and introduced through videos represent the concept of “information utilization
skills”. Thus the author aim to assist in developing methods for extracting educational outcomes from lesson studies.

Research Design & Methods
Resources: Four proposal practices in elementary school
The methodology of this study involves analyzing what and how the four video reports, which introduce lesson studies
conducted in elementary schools, represent. In this report, resource for examination is the proposal classroom practices
from the Hokkaido Research Conference on School Broadcasting and Audiovisual Education (Donan-Joho-KyoikuKenkyukai-Network, 2022). Specifically, it includes visual presentations on four instructional units: physical education
for third graders, integrated learning for sixth graders, art and crafts for third graders, and mathematics for third
graders. These units were introduced as research proposal lessons, and teachers and collaborators undertook video
editing for them. Teaching materials are shown in Table 1. Also you can refer to movie report of each unit at the URL
below. All practices were carried out between June and September 2022.

3rd grade physical education: https://youtu.be/WQcAR-jyq7I
6th grade media education: https://youtu.be/59a2IHF3fnA

3rd grade 3rd grade art and crafts: https://youtu.be/Yj9TbTl3MjE
3rd grade arithmetic: https://youtu.be/3H3HYI8htHo147

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Table 1
Materials for analysis: four units of classroom practice that broadcast program and ICT devices are used

theme of learning unit/
grade
visual reportsubject

theme and activity

practice of running
methods
PBL (integrated product movie (introduce
learning)
their own school)
production and
Art and Craft
presentation

term ofunit

video editor

duration

1) Sprint training

3rd Physical education

6 hrs.

instructors

19 min.

2) Training ofpresentation

6th

9 hrs.

instructors

20 min.

3) Playing with clay

3rd4) Tables and bar charts

3rdMathematics

create their own graphs

7 hrs.
9 hrs.

instructor andcollaborator
instructor andcollaborator

23 min.
19 min.

Analytical viewpoints: comparative watching of four video reports
The methodology of this study involves analyzing what and how the four video reports, which introduce lesson studies.
The basic research method is as follows: to interpret what video techniques are used in the video practice reports andwhat teaching methods they depict. This “visual technique” includes what materials are collected, what effects areapplied, what kind of subtitles and supplementary explanations are provided, etc.

Results
What and How four practices show about those learning ?
1) Sprint training by 3rd graders: In this class, learning activities were developed to support students' understanding
and training of sprinting techniques, as well as peer learning, through the use of ICT devices, apps, and school
broadcasting programs. The unit spanned a total of six hours and was structured as “a unit type”, with sessions
alternating between practicing arm swinging, leg raising, and forward leaning posture to improve techniques.
Consequently, the video, which is just under 20 minutes in total, introduces these elements sequentially. Additionally,“LoiLo Note”(an application that supports sharing learning tasks and outcomes) was utilized in both the first andFigure 1
3rd grade students are using a tablet PC in physical education class.

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second halves of the unit, and the video showcases its usage in both parts. Tablet PCs were being used throughout
this physical education unit. Figure 1 explains as follows: the photo on the top left shows students in a running position,and the photo on the top right shows students setting individual tasks and reflecting on their progress. The photo on
the bottom left shows how, upon returning to the classroom, the students identify and capture the necessary scenes
from the recorded video data, and the photo on the bottom right shows each student leaving comments on a digitalsticky note as they reflect on their lesson.
2) Training presentation skills by 6th graders: In the 6th-grade integrated studies period, the unit was structured
around the theme of teaching fourth graders tips and strategies for school life, how to spend their time, and how toadvance their studies. The videos created by the teacher discussed the flow of topics throughout the unit and thenecessity of the learning themes. For instance, in the first half of the unit, there were scenes that included messages
from the fourth-grade homeroom teachers to the sixth graders (in reality, the teachers acted to increase engagement)
and showed the use of an app (in this case, Mentimeter) that students used to set their own themes. In the latter halfof the unit, the video included scenes that demonstrated the thematic significance and necessity of why each group
introduced their activities through slides. Considering this is an activity within the integrated studies period (PBL), it
is considered rational that incorporating such elements into the video.
3) Playing with clay: In the third-grade art unit, students engaged in activities where they photographed clay
sculptures they had created and edited the images using an application on a laptop. The instructor (along with in-school
collaborators) carefully demonstrated both the overall and specific parts of the learning activities. Additionally, toclearly show the actual products, the video also included the PC screen projected onto a monitor. Such creative editing
and composition reflects well the characteristics of activities in the arts and crafts class. The subtitles added by theeditors in the video included explanations of the teacher's intentions during each phase of the learning activities andhow these intentions were realized.
4) Tables and bar charts: Lastly, in the third-grade mathematics unit, only the key scenes from the nine-hour unit
were presented. In this unit, students used tablet PCs and other devices to organize information using 'tables andgraphs.' In addition to using PCs, they exchanged opinions directly with each other and wrote their thoughts on theblackboard. The video added subtitles to highlight these essential learning moments. Given that this is an example ofmedia use in a mathematics class, it might be easy to understand even without supplementary information. However,it can be assumed that the editors aimed to clearly convey the intention behind the use of ICT devices, considering thevarious potential applications.
Figure 2

6th grade students are using a tablet PC in PBL (introduce their own school)

Figure 3

Figure 4

Third grade students are creating and interactingwith each other using clay and tablet PC

Third graders review what they learned from thetables and graphs on the electronic whiteboard.

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Discussion
Of the four units mentioned above, the author was able to attend three classes (physical education, integrated learningand art and craft). While assisting with recording the lessons, the author observed the learning situation from close up
and compared the contents of the video with his impressions and feelings.
First, my impression of the physical education classes was this: The children acquired various knowledge andtechniques through sprinting practice, and while there were many instances demonstrating this, there seemed to be alack of information to describe the overall trends.
Next, my impression of the presentation practice given by the sixth graders was as follows. In the first half of the unit,
there were many scenes where the students set the task and listened to the explanation, whereas in the second half,
there were few scenes where the students devised ways to film the presentation or revise the slides. From theperspective of media understanding, the structure was unsatisfactory.
Finally, here is what I noticed about the art and craft classes. The video contained a good balance of the children's
creations and activities, teachers' explanations, and introductions to the contents of school broadcasting programs.
However, the excessive use of explanatory notes about teacher behavior and students' activities limits the possibilityof an open discussion of the learning situation, and it is unfortunate that the characteristics and individuality of thestudents' work are not discussed in greater detail.

Conclusion and Forecasts
In this report, the author examined what practical reports in video format convey about “information utilization skills”
based on four practical examples. The instructors and their collaborators demonstrated their ideal teaching images andtheir vision of children through the introduction of learning activities and teaching materials. Since the 'one-to-one
computing' PC environment has already been deployed, it is anticipated that opportunities to handle visual materials
such as photos and videos will continue to increase. To access appropriate materials according to needs, it seems
essential to have an environment where archiving can be done with minimal effort and measures are taken to facilitate
the handling of past records.

References
Donan Joho Kyoiku Kenkyukai Network (i.e., Teachers’ Research group of Information Education) (2022) “The 73rd
Hokkaido Broadcasting Educational Research Conference and the 67th Hokkaido Audiovisual Educational
Research Conference Joint Conference, Hakodate and Oshima”. https://edu-hakodate.org/diecnetwork/
taikai2022/information/movie
sJapan Times (2021). Japan’s GIGA School Program equips students for digital society.
https://www.japantimes.co.jp/
2021/03/22/special-supplements/japans-giga-school-program-equips-students-digital-society/Kumamoto city education center (2024). Model curriculum and Informatization of Education. https://www.
kumamoto-kmm.ed.jp/giga/modelcurriculum/
Ministry of Education, Culture, Sports, Science and Technology (2019). Special Feature 1: ICT Utilization for
Education Towards Realization of GIGA School Program. https://www.mext.go.jp/b_menu/hakusho/
html/hpab201801/detail/1420041_00009.htm
Ministry of Education, Culture, Sports, Science and Technology (2020). The image of the transformation of learning
brought by “1 device for 1 student with a high-speed network”. https://www.mext.go.jp/en/content/
20200716-mxt_kokusai-000005414_04.pdf
Shun Yoshioka (2024). KYODO NEWS FOCUS: Digitalization drive proving tough for Japanese school teachers.
https://english.kyodonews.net/news/2024/02/6bb23254daa3-focus-digitalization-drive-proving-tough-forjapanese-school-teachers.html
UNESCO (2023). An ed-tech tragedy? Educational technologies and school closures in the time of COVID-19.
https://doi.org/10.54675/LYGF2153
UNESCO (2023). Global education monitoring report, 2023: technology in education: a tool on whose terms?.
https://doi.org/10.54676/UZQV8501

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A Case Study on Peer Feedback Using ChatGPT
Sun-Young Huh
Seoul Theological University, Republic of Korea
sunyounghuh@stu.ac.kr
Ga-Young Lee
Baekseok University, Republic of Korea
gayounglee@bu.ac.kr
Abstract Despite the benefits of peer feedback, challenges exist in consolidating peers’ feedback andproviding customized feedback. Generative AI (GenAI) like ChatGPT offers a promising solution. This
study investigates the effectiveness and usability of GenAI-supported customized feedback based on peer
feedback data. Thirty students from a South Korean university participated, developing technologyintegrated teaching scenarios and providing peer feedback based on detailed rubrics. ChatGPT processedand customized this feedback, ensuring comprehensive and tailored responses. Surveys and interviews
indicated a positive perception of the feedback’s effectiveness and usability. The findings highlight
GenAI's significant potential in enhancing and customizing feedback in educational settings.

Keywords: ChatGPT, Generative AI, Peer Feedback

Introduction
Peer feedback is an educational activity that enhances learners' academic experiences by facilitating the exchange ofpredominantly qualitative comments instead of quantitative ratings. Due to its effectiveness in fostering criticalthinking and reflective learning, peer feedback is extensively utilized across various educational fields (Karadağ &Yalçin, 2023; Kusumayanthi & Lestari, 2022) . During peer feedback activities, it is crucial for students to precisely
identify and analyze the feedback they receive and provide, allowing them to reflect deeply on their learning processes
and outcomes (Carless, 2022). However, implementing peer feedback is not without challenges. Despite its potential,
several constraints hinder its efficacy. These include the difficulty of collecting diverse feedback data, challenges inreflecting on the provided feedback, and misunderstandings of the feedback received (Brieven, Leduc, & Donnet,
2023). These necessitate providing consolidated and comprehensively summarized feedback for each learner. To
address these issues, the application of generative AI (GenAI) technologies, such as ChatGPT, can be used. GenAI
can not only produce feedback that mimics human-like qualities but also analyze and consolidate various feedback
inputs into a coherent whole. This technological intervention enables a more streamlined and effective feedback
process, enhancing both the accuracy and utility of the feedback provided. Despite the advantages of GenAI in peer
feedback, there is a paucity of research exploring how to effectively integrate these technologies into feedback, andhow such integration impacts student perceptions and learning outcomes. Therefore, this study aims to investigate
how peer feedback supported by GenAI can be customized and delivered to enhance student learning.

Research Design & Methods
Participants
In this study, 30 students from a university in South Korea consented to participate.

ProcedureConsent forms for participation in the study were obtained, and the pre-test surveys were carried out. Then,
participants developed and presented teaching-learning scenarios that effectively integrate technology for meaningfullearning as part of their course requirements.
These presentations were then subjected to peer feedback, based on a detailed rubric, and individuals provided
feedback on another team’s work. Subsequently, this feedback was processed and customized for each team using
ChatGPT. The consolidated feedback was then provided to the learners, with an explanation that it was a summary of
the peer feedback.

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Table 1
Contents of the Feedback
Content of Feedback
Comparing Feedback

1st Feedback

2nd Feedback

o

o

o

o

x

o

x

o

Comparison of the overall class average score and team scores
Detailed Feedback
Listing of strengths and weaknesses
Summarizing Feedback
Summary of overall feedback content and indication of the item with the greatest difference between the overall average and team scores
Guiding Feedback
Guidance to improvement
Usage of ChatGPTIn this study, ChatGPT-4o was used to consolidate and construct peer feedback. Initially, the researcher organized thepeer evaluation scores and subjective comments for each criterion submitted by the students into an Excel file. After
uploading the file on ChatGPT, we requested ChatGPT-4o to create a table comparing the overall average with eachteam's scores. Additionally, we asked for a summary of the frequently mentioned strengths and weaknesses of eachteam. The summarized feedback was then provided in an Excel file, which was reviewed by the instructor. Based on
the review, the instructor prepared the final feedback document. For the second feedback, summarizing feedback andguiding feedback were added to comparing and detailed feedback provided on the first feedback. Researchers asked
ChatGPT to summarize overall feedback and indicate the item with the greatest difference between the overall averageand team scores. Also, we asked ChatGPT to provide guidance to improve their output based on their weakness.
Figure 1
Comparing and detailed feedback

Figure 2
Summarizing and guiding feedback

Data collection and analysis
The surveys were conducted to evaluate the effectiveness and usability (easiness and attitude) of the feedback structure(Park & Nam, 2012), after the 1st and 2nd feedback. After all feedback rounds were completed, three volunteers
participated in 30-minute interviews to provide further insights.

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Results
Learners’ perception of the feedback
This study evaluated the effectiveness of the feedback by analyzing various variables. The participants perceived
comparing feedback (M=4.00, SD=.09) and detailed feedback (M=3.83, SD=.89) was effective for their groupassignment. Moreover, in terms of the usability of the feedback, participants reported positive perception on easinessof the feedback (M=3.80, SD=.58), and attitude (M=3.99, SD=.67).
On the second feedback, students perceived comparing Feedback (M=4.09, SD=.94), detailed feedback (M=3.91,
SD=.83), summarizing feedback (M=3.82, SD=1.08), and guiding feedback (M=4.55, SD=.69) was effective. In terms
of usability, easiness (M=3.89, SD=.40), and attitude toward the feedback (M=3.97, SD=.48) were positive.
Notably, the absolute scores of students’ perceptions of the effectiveness of comparing feedback, and detailed
feedback slightly increased. Easiness also showed increases regarding the second feedback.
Table 2
Effectiveness and Usability of the Feedback
Variables

1st M(SD)

2nd M(SD)Comparing Feedback effectiveness4.00(.09)

4.09(94)

Detailed Feedback effectiveness3.83(.89)

3.91(.83)

Summarizing Feedback effectiveness-

3.82(1.08)

Guiding Feedback effectiveness-4.55(.69)

Easiness

3.80(.58)

3.89(.4)

Attitude3.99(.67)

3.97(.48)

The analysis of the interview data shows that learners perceived the feedback to be effective overall. Learners reported
that the feedback was a tool to complement their work and helped them to finalize their work by providing an expert
perspective on how to improve their final work. In particular, the second round of feedback was more helpful than
the first in providing specific suggestions for improvement. This aligns with the results regarding the effectiveness ofthe guiding feedback (M=4.55, SD=.69). In addition, Learners recognized that it was important to be fully engaged in
the lesson to revise or improve on the feedback, so they said they worked harder than usual.
Students reported using feedback as a communication tool with their team members to discuss how to revise theirwork. They also reported on the process of writing and interpreting feedback. Learners reported that looking at thework of other teams helped them when working on their team projects and that the evaluation process helped themthink objectively about the overall outcome of their team project in terms of metacognition.
On the other hand, some learners struggled with the process of writing feedback. They found it difficult to write or
evaluate peer reviews and to assign marks based on the peer review criteria. There were also difficulties in interpretingthe feedback. Unlike the first round of feedback, the second round included summarizing feedback and guiding
feedback. Some learners also reported that the additional elements made it more difficult to interpret the feedback.
Moreover, some learners reported that the first round of feedback was abstract, and they had concerns about its
interpretation.

Discussion & Conclusion
The results of this study highlight the potential of GenAI to support and enhance peer feedback processes in
educational settings. By analyzing and discussing these findings, this research provides valuable insights into optimizing
peer feedback through the integration of advanced AI technologies.
Based on the research findings, there are a few things to consider when using peer review to provide customized
feedback. First, when conducting peer feedback, provide specific instructions, including how to structure the content
of the feedback and examples of how to write it. In the first round of peer feedback, the content of the assessment
was often abstract due to learners' lack of content knowledge and unfamiliarity with peer assessment. The feedback
that was generated was also reported to be abstract, which learners found difficult to interpret. The nature of generative

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AI requires iterative creation and revision to achieve the desired level of feedback for teachers. However, if the prompts
teachers feed into the generative AI aren't specific enough, it can be time-consuming to compensate and create
effective feedback. The use of generative AI to create fit-for-purpose prompts requires a significant investment in trial
and error (Patel & Sattler, 2023), and the capacity of the user base must be expanded (Lee & Huh, 2024). Therefore,
it's important to provide learners with specific guidance on the essential elements they need to include to create peer
feedback.
Secondly, learners need to be given specific instructions on how to use the customized feedback given to them in theirteam projects. In this study, learners' perceptions were checked and the score of the 'Easiness' item was less than 4.
This suggests that learners have difficulty interpreting customized feedback. There could be many reasons why learners
have difficulty interpreting customized feedback, but the most likely reason is that they are not used to it. Interviewssuggest that most learners have never received feedback during their university experience, so learners need specificguidance on how to interpret customized feedback and how to understand the structure of the feedback when it isgiven to them.

References
Brieven, G., Leduc, L., & Donnet, B. (2023). How students manage peer feedback through a collaborative activity ina CS1 course. In 9th International Conference on Higher Education Advances (HEAd’23). Universitat Polytecnica deValencia, Valence, Spain.
Carless, D. (2022). Feedback for student learning in higher education. International Encyclopedia of Education, 623-629.
Lee, G. Y., & Huh, S. Y. (2024). Exploring the Effects of Generative AI-Based Personalized Feedback for Enhancing
Pre-Service Teachers' Teaching Competencies. The Journal of Yeolin Education, 32(2), 265~287.
Karadağ, Y., & Yalçın, S. (2023). The impact of peer feedback on collaborative problem-solving skills in the online
environment. International Journal of Assessment Tools in Education, 10(3), 563-579.
Kusumayanthi, S., & Lestari, I. (2022). The Effect of Peer Feedbacks On Students' Speech. English Journal Literacy
UTama, 6(2), 603-611.
Park, S. Y., & Nam, M. W. (2012). An analysis of structural equation model in understanding university students’behavioral intention to use mobile learning based on technology acceptance model. The Journal of Educational
Information and Media, 18(1), 51-75.
Patel, A., & Sattler, J. (2023). Creatively malicious prompt engineering. WithSecure Intelligence. Helsinki, Finland

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Boosting EFL Speaking Confidence and Proficiency with
ChatGPT: Japanese vs. Korean Learners
Yasuko Sato, Japan,
Faculty of Int’l Studies, Niigata University of International and Information Studies, Japanysato@nuis.ac.jp
Meerbek Kudaibergenov, Kyrgyzstan,
Office of Int’l Affairs, Seoul National University of Science & Technology, Korea
Seokudaibergenov@language.seoultech.ac.kr
Ichi Konta, Japan,
Int’l Cargo Div., Chuetsu Transport Co.,Ltd., Japanichi_konta@outlook.jp
This presentation delves into the transformative power of ChatGPT in boosting speaking confidence and English proficiency
among EFL learners. We spotlight how ChatGPT aids in mastering paraphrasing skills and navigating syntactic differences
across English, Japanese, and Korean. Building on Masutani's (2021) observation that Japanese learners often exhibit
lower confidence in speaking English compared to Koreans, our study evaluates 132 Japanese university students (CEFR
levels A1 to B2). Divided into an experimental group utilizing ChatGPT and a control group adhering to traditional
methods, the research highlights that B1 level learners, as revealed by Konta (2024), derive greater benefits from ChatGPT
than A2 level learners in university. Preliminary results showcase significant improvements in both speaking confidence andproficiency. This session aims to stimulate discussion on the broader pedagogical implications and the strategic integration of
AI tools in language education globally.

Keywords: ChatGPT, EFL, English Proficiency, Japanese Learners, Speaking Confidence

Introduction
Background of English Education in Higher Institutions in Japan

English education in Japanese higher institutions has traditionally emphasized reading and writing skills, often
overlooking speaking and listening competencies. This traditional focus originates from the grammar-translation
method historically prevalent in the Japanese educational system. However, with globalization and the increasingnecessity for communicative competence, there has been a gradual shift toward improving practical English skills.

Current State and Ranking
Japan's English proficiency has been consistently low compared to other non-native English-speaking countries.
According to the 2023 EF Education First English Proficiency Index (EF EPI), Japan ranks 87th out of 113
non-native English-speaking countries and 15th among 23 Asian countries and regions (see Figure 1). Thisranking places Japan in the "low proficiency" category, indicating significant room for improvement, particularly
in communicative competence.
Looking at the results for Asian countries and regions, Singapore ranks the highest at 2nd, followed by thePhilippines (20th), Malaysia (25th), and Hong Kong (29th). South Korea is ranked 49th, and China is ranked
82nd, both surpassing Japan. The organization points out that "English proficiency among adults in East Asia
has been declining over the past four years," attributing this decline to the decreasing proficiency levels in Japanand China (see Figure 2).
Figure 1
Japan's Ranking in the EF EPI English Proficiency
Index

Figure 2
EF Education First's EF EPI English Proficiency Index
2023 Global English Proficiency Rankings for Major
Countries (Non-English Speaking: Only Asian countries
ranked below 16th are included)

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Challenges in Communicative Competence

Japanese learners of English often struggle with speaking and listening skills, crucial for effective communication, due
to a curriculum in higher education that prioritizes grammar, vocabulary, and reading comprehension over interactive
language use (MacWhinnie & Mitchell, 2017). Also, cultural factors emphasizing mistake avoidance and harmony
discourage active participation and risk-taking in language use, and there are limited opportunities for university
students to engage in authentic English conversations both within and outside the classroom (Nagasawa, 2024).

Research Design & Methods
Methodology

Recognizing the potential of technological tools to enhance English language learning, this study incorporates
ChatGPT to improve communicative competence. The study involved 132 Japanese first-year university students
ranging from CEFR levels A1 to B2. Participants were divided into two groups: an experimental group in the level ofB2 to A2 using ChatGPT and a control group in the level of A1 and A2 from following traditional learning methods.
The experimental group engaged in bi-weekly 30-minute sessions with ChatGPT over eight weeks. Each session
focused on practicing speaking and listening skills, emphasizing paraphrasing and syntactic differences, such as word
order and subject prominence. Meanwhile, the control group continued with their usual curriculum, primarily involving
traditional classroom activities and textbook-based learning.

Procedure

Both groups took a pre-test to assess their initial English speaking and listening skills, including standardized speaking
tasks, and listening comprehension exercises. During the study period, the experimental group used ChatGPT for theirbi-weekly sessions, where they simulated conversations, received instant feedback, and practiced interactive exercises
tailored to their proficiency levels. By tailoring interactions to the learner's proficiency level, ChatGPT indicatedindividual weaknesses, offered a platform for continuous practice to boost fluency and confidence, and made language
practice accessible anytime and anywhere. After eight weeks, both groups took a post-test similar to the pre-test tomeasure improvements in speaking confidence and proficiency. The comparison of pre- and post-test results gave
insights into the effectiveness of ChatGPT in enhancing English language skills among Japanese EFL learners.

Results & Discussion
Improved Speaking Confidence
Learners in the experimental group who used ChatGPT demonstrated a significant increase in speaking confidence.
Pre-test surveys indicated that only 28% of these learners felt comfortable speaking English in class, which rose to
75% in post-test surveys. They showcased greater willingness to participate in class discussions and less hesitation
during speaking tasks. In contrast, students in the control group exhibited only a modest increase in speaking
confidence, from 12% to 43%. They continued to show more hesitation and less active participation compared to the
ChatGPT users (see Table 1).
Table 1 Speaking Confidence

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Improvement in English Proficiency
The experimental group demonstrated a notable improvement in English proficiency scores. On average, their scores
increased by 15% in the post-test compared to their pre-test results. These learners showed better understanding anduse of syntactic structures, such as correct word order and subject prominence, in their spoken and written responses.
The control group also improved, but to a lesser extent, with an average score increase of 7%. Their progress inunderstanding and using complex syntactic structures was less pronounced compared to the ChatGPT users (see Table
2).
Table 2 Improvement in English Proficiency

Individualized Learning Improvements
The ability of ChatGPT to tailor interactions to each learner's proficiency level helped address individual weaknesses.
Learners received instant feedback and personalized practice, which significantly boosted their fluency and confidence.
For example, learners struggling with verb tenses received targeted exercises, leading to marked improvement in thisarea. Traditional methods used in the control group did not provide the same level of personalized feedback. As aresult, improvements were more generalized and less targeted to individual needs, making it harder for learners to
pinpoint specific areas of weakness (see Table 3).
Table 3 Individualized Learning Improvements

Understanding and Use of Syntactic Structures
The experimental group showed better understanding and use of syntactic structures, such as correct word order andsubject prominence, in their spoken and written responses. The control group also made progress, but theirunderstanding and use of complex syntactic structures were less pronounced compared to the ChatGPT users (seeTable 4).

Table 4 Understanding and Use of Syntactic Structures

These results indicate that integrating ChatGPT into language learning significantly enhances speaking confidence andEnglish proficiency among Japanese EFL learners. The substantial increase in speaking confidence among ChatGPT
users suggests that the interactive, low-pressure environment offered by the AI tool is highly effective in reducing
hesitation and encouraging active participation. In contrast, the modest gains observed in the control group highlightthe limitations of traditional teaching methods in building speaking confidence.
Also, the remarkable improvement in English proficiency scores among ChatGPT users, particularly in understanding
and using syntactic structures, emphasizes the tool's effectiveness in providing targeted, personalized practice. This
personalized approach allows learners to address their individual weaknesses more efficiently, leading to moresignificant overall improvements. The control group's less pronounced progress further underlines the need for
tailored feedback and practice in language learning.

Conclusion
This study uncovers the significant positive impact of integrating ChatGPT into English as a Foreign Language (EFL)
education for Japanese learners. The results clearly show that ChatGPT users experienced substantial improvementsin speaking confidence and English proficiency compared to those who followed traditional learning methods. The
experimental group, through bi-weekly interactions with ChatGPT, exhibited greater willingness to participate in class157

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discussions and reduced hesitation during speaking tasks, with their speaking confidence increasing from 28% to 75%.
In contrast, the control group showed only a modest rise in confidence from 12% to 43%. Furthermore, theexperimental group demonstrated a notable improvement in English proficiency, with an average score increase of
15%, particularly excelling in understanding and using syntactic structures such as correct word order and subject
prominence. The control group, on the other hand, saw a less pronounced improvement of 7%. ChatGPT's tailored,
instant feedback and personalized practice allowed for targeted learning, addressing individual weaknesses more
effectively than the generalized feedback of traditional methods.
In conclusion, the integration of AI tools like ChatGPT into EFL education provides a valuable supplement totraditional teaching methods, significantly enhancing learners' communicative competence. These findings highlightthe importance of adopting innovative technological tools in language education to create immersive, personalized
learning experiences that can drive substantial improvements in language proficiency and speaking confidence. Further
research should explore the comparative effectiveness of ChatGPT among Korean EFL learners, considering thesyntactical and cultural differences between Japanese and Korean languages. This will yield deeper insights into howlearners from different cultural backgrounds engage with AI tools and respond to various teaching methodologies,
ultimately refining pedagogical strategies in diverse learning settings.
Further Research
While this study focused on Japanese EFL learners, further research is needed to explore the comparative effectivenessof ChatGPT among Korean EFL learners. Such comparative analyses could reveal deeper insights into cultural andeducational differences that influence the efficacy of AI tools in language learning. Also, understanding the syntacticaland cultural differences in East Asian countries, such as Japan, Korea, and China, is an urgent issue in the new AI era.
These differences may affect how learners from each country engage with AI tools like ChatGPT and respond tovarious teaching methodologies.
Longitudinal studies assessing the long-term impacts of ChatGPT on language proficiency and confidence, as well as
its integration into diverse educational settings globally, are essential. These studies should explore the broader
implications of AI-assisted learning and refine pedagogical strategies to better suit the needs of learners and educatorsfrom various backgrounds. We hope this session will help in understanding these broader implications and refining
pedagogical strategies to better meet the needs of recipients and givers from diverse backgrounds.

References
Andrade, M., & Williams, K. (2009). Foreign language learning anxiety in Japanese EFL university classes: Physical,
emotional, expressive, and verbal reactions. Sophia Junior College Faculty Journal, 29(1), 1–24.
EF Education First Japan, Co., Ltd. (2023, November 21). EF eigo nouryoku shisin [EF EPI English Proficiency
Index]. https://www.efjapan.co.jp/epi/
Gill, C. (2017, March 23). Hofstede’s cultural dimensions and differences across cultures. Oxford University
Press. https://blog.oup.com/2017/03/hofstede-cultural-dimensions/Konta, I. (2024, March). Paraphrasing in EFL: Exploring Its Role in New English Pedagogy in Higher Institutions[Bachelor's
thesis, Niigata University of International and Information Studies]. Niigata University of International andInformation Studies Repository.
MacWhinnie, S. G. B., & Mitchell, C. (2017). English classroom reforms in Japan: A study of Japanese university EFL
student anxiety and motivation. Asian-Pacific Journal of Second and Foreign Language Education,2(1). https://doi.org/10.1186/s40862-017-0030-2
Masutani, Y. (2021). The Foreign Language Anxiety of Japanese EFL Learners. LET Kansai Chapter Collected
Papers, 19(19 (0), 1-14,), 1–14. https://doi.org/10.50924/letkansai.19.0_1
Nagasawa, H. (2024, March). Ideal Learning Environment for English Language Learning in an EFL Setting: A Case Study of theCommunicative English Program at NUIS [Bachelor's thesis, Niigata University of International and Information
Studies]. Niigata University of International and Information Studies Repository.
Xiao, Y., & Zhi, Y. (2023). An exploratory study of EFL learners’ use of ChatGPT for language learning tasks:
Experience and perceptions. Languages, 8(3), 212. https://doi.org/10.3390/languages8030212

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The Transformative Power of AI-Composed Melodies in
Language Learning
Lingling Liu
ProoProo Co.,Ltd.
Liulingling@prooproo.com
Abstract This study explores the potential application of AI-composed melodies in language education. By surveying 32
educators from China and Thailand, we analyzed their attitudes towards AI technology and music in teaching, their
willingness to use these tools, and the influencing factors. The results indicate that most educators view AI-composed songs
positively, recognizing their potential to enhance student engagement, vocabulary, oral skills, and grammatical understanding.
Additionally, 78% of the educators believed that AI-composed melodies could significantly improve classroom engagement,
while 22% were positive but less optimistic. However, challenges such as a lack of music production skills and technicalsupport were identified as barriers to implementation. This research provides a basis for future applications of AI technolog yin education, highlighting the need for professional development and technical support for educators. With proper integration,
AI-composed melodies could become a transformative tool in language education, offering personalized and engaging learning
experiences for students.

Keywords: AI-composed melodies, language learning, educational technology, teaching effectiveness,teacher attitudes

Introduction
Many studies have demonstrated that music can activate the brain, enhance memory, and improve learning outcomes(Mogi, 2008). However, in the realm of language education, the utilization of music remains inadequate. Existing songs
often contain grammatical errors, which can mislead learners and impart incorrect knowledge (Liu, 2023). Moreover,creating effective educational songs requires specialized knowledge, placing a significant burden on teachers.
To address these challenges, there is considerable anticipation surrounding music-generating AI technology. This
technology facilitates the creation of educational songs effortlessly, without the need for specialized expertise, thereby
alleviating teachers' burdens and potentially enhancing educational effectiveness. The "Suno.ai" music-generating AI
tool empowers teachers to generate appropriate learning songs without requiring music production skills, thereby
supporting effective vocabulary and grammar learning. Previous studies (Takano et al., 2024; Liu, 2024) have reported
significant positive effects of using music-generating AI in English and Japanese education. However, these studies
have primarily focused on students, with limited exploration into teachers' awareness.
Therefore, this study aims to explore the potential application of AI-generated songs in language teaching. It involves
surveying 32 experienced educators to analyze their attitudes toward AI technology and music in teaching, their
willingness to adopt such technology, and the factors influencing their

Research Design & Methods

Research Design
This study employed a questionnaire survey method to gather data on educators' attitudes towards AI-composed songsin language teaching, their willingness to use these tools, and the factors influencing their decisions. The questionnaire
was carefully designed to cover several key areas.
First, it collected basic information about the educators, including gender, age, teaching experience, teaching grade,and the teaching materials they used. These questions aimed to gather background information to analyze how different
demographics might influence attitudes towards AI-composed songs.
Second, the questionnaire assessed the educators' familiarity with AI technology. This section included questions about
their knowledge and previous use of AI tools in their teaching practice. Understanding their familiarity with AI
technology helped gauge how this factor might affect their willingness to integrate AI-composed songs into theirteaching.

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Third, the questionnaire explored educators' willingness to use AI-composed songs. This section focused on theirperceived effectiveness of such tools in enhancing student engagement and learning outcomes. Questions were
designed to determine how open educators were to incorporating AI-generated music into their curriculum.
Finally, the questionnaire included questions about the expected effects and practical application of AI-composed
songs. Educators were asked about the anticipated benefits of using AI-composed songs for pre-class preparation,
classroom activities, and post-class review. This section also examined the practical challenges educators might face in
implementing these tools.
Before the full distribution, the questionnaire was pre-tested with five educators to ensure clarity and relevance. Basedon the feedback received, necessary adjustments were made to optimize the questionnaire's design.
Methods
Data were collected using an online survey platform, such as SurveyMonkey, from 32 language educators in China andThailand. The data collection period spanned from March to April 2023, and the response rate was 80%, yielding 32
valid responses. Throughout the data collection process, ethical guidelines and data privacy principles were strictly
followed to ensure the anonymity and confidentiality of respondents.
After data collection, the responses were processed using Excel and Python for data cleaning, coding, and initialstatistical analysis. The data cleaning process involved checking for completeness and consistency, removing invalid or
duplicate responses, and handling missing values and outliers to ensure data accuracy and reliability. Qualitative data,such as textual answers, were converted into quantitative data using coding rules. For example, gender was coded as 0
(male) and 1 (female), and AI technology familiarity was categorized into five levels.
Various statistical methods were employed to analyze the data. Descriptive statistics were used to summarize thesample characteristics, including frequency, percentage, mean, median, and standard deviation. Pearson correlation
coefficients were calculated to explore relationships between variables, such as teaching experience and attitudes
towards AI-composed songs. Multiple linear regression was applied to assess the impact of different variables, such asage, teaching experience, and AI technology familiarity, on the willingness to use AI-composed songs. K-meansclustering was used to group educators based on their characteristics, providing insights into their attitudes andwillingness. T-tests and ANOVA were conducted to compare differences between groups, such as gender, age groups,
and teaching experience, and to test for statistical significance.
These methods ensured a comprehensive analysis of the data, providing a robust understanding of educators' attitudes
towards AI-composed songs and the factors influencing their willingness to integrate these tools into their teachingpractices.

Results

Descriptive Statistics
The descriptive statistics provided insights into the demographics and background of the educators surveyed. The
majority of the respondents were female, comprising 85% of the sample (27 out of 32 educators). The age distribution
showed that 34% of the educators were between 31-40 years old (11 respondents), 50% were between 41-50 years old(16 respondents), and 16% were over 50 years old (5 respondents). In terms of teaching experience, 44% had 8-15
years of experience (14 respondents), 31% had 16-20 years of experience (10 respondents), and 25% had more than
20 years of experience (8 respondents).
The educators had varying levels of familiarity with AI technology. Specifically, 38% (12 respondents) were slightly
familiar, 13% (4 respondents) had an average level of familiarity, 31% (10 respondents) were not very familiar, and
19% (6 respondents) were completely unfamiliar with AI technology.
Familiarity with AI Technology and Willingness to Use AI-Composed Songs
The survey revealed that the educators had varying levels of familiarity with AI technology. Despite this, a significant
majority expressed a willingness to use AI-composed songs in their teaching: 69% (22 respondents) were very willing,and 31% (10 respondents) were willing. None of the respondents were unsure or unwilling to use these tools.
Perceived Effectiveness of AI-Composed Songs
When asked about the effectiveness of AI-composed songs, 78% of the educators (25 respondents) believed that thesesongs could significantly improve classroom engagement, while 22% (7 respondents) were less optimistic but still
positive. Regarding specific teaching activities, educators believed AI-composed songs could be particularly effectivefor vocabulary reinforcement (100%, 32 respondents), grammar reinforcement (91%, 29 respondents), and listening

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comprehension (56%, 18 respondents). The potential to enhance language expression exercises was also recognizedby 47% (15 respondents) of the educators.
Challenges in Implementing AI-Composed Songs
The survey identified several challenges that educators faced in implementing AI-composed songs. The primarychallenge was a lack of music production skills, cited by 100% of the respondents (32 educators). Additionally, 94%(30 respondents) reported difficulty in finding songs that matched the teaching materials, 47% (15 respondents)
mentioned a lack of time for song production, and 84% (27 respondents) highlighted a lack of technical support.
Statistical Analysis
The correlation analysis revealed a moderate positive relationship between teaching experience and attitudes towards
AI-composed songs, with a Pearson correlation coefficient of 0.32. This suggests that educators with more teachingexperience tend to have a more positive attitude towards integrating AI-composed melodies in their teaching.
Further, multiple linear regression analysis indicated that both age (p=0.008) and familiarity with AI technology(p<0.0001) significantly influenced educators' willingness to use AI-composed songs. Younger educators and thosemore familiar with AI technology were more inclined to adopt these tools in their teaching practices.
K-means clustering analysis grouped educators into three distinct clusters based on their characteristics. The analysis
revealed significant differences in gender, age, teaching experience, and familiarity with AI technology across theclusters. For instance, one cluster might predominantly consist of younger educators with high familiarity with AI,
while another might consist of older educators with less familiarity.
Additionally, T-tests and ANOVA were conducted to compare differences between groups. The results showed thatgender did not significantly influence attitudes towards AI-composed songs (p>0.05). However, significant differenceswere found in the willingness to use these tools among different age groups (p<0.05), indicating that age is a criticalfactor in the adoption of AI technology in language teaching.

Discussion

The findings of this study highlight several key insights into the attitudes and perceptions of educators regarding theuse of AI-composed songs in language teaching. The overwhelmingly positive attitude towards AI-composed songs
among educators is a significant finding. This aligns with previous research indicating that music can enhance language
learning by increasing engagement and improving memory retention (Smith et al., 2020; Wang, 2019). The fact that all
respondents expressed willingness to use AI-composed songs suggests a readiness within the educational community
to embrace innovative teaching tools that leverage AI technology.
The correlation analysis revealed a moderate positive relationship between teaching experience and attitudes towards
AI-composed songs. This suggests that more experienced educators are more likely to appreciate the potential benefitsof integrating AI technology into their teaching practices. This finding is consistent with the Cognitive Load Theory,
which posits that experienced educators can better manage cognitive load, allowing them to effectively integrate newteaching tools (Sweller, 1988).
The regression analysis further indicated that both age and familiarity with AI technology significantly influenced
educators' willingness to use AI-composed songs. Younger educators and those more familiar with AI technology
were more inclined to adopt these tools. This highlights the importance of providing targeted professional
development and training to enhance educators' familiarity with AI technology, thereby increasing their willingness to
use AI-composed songs.
Despite the positive attitudes, several challenges were identified, including a lack of music production skills, difficultyin finding songs that match teaching materials, and a lack of technical support. These challenges underscore the needfor comprehensive support systems to help educators integrate AI-composed songs into their teaching. Schools andeducational institutions should consider offering training programs and technical support to address these challenges.
The practical implications of this study are significant. By addressing the identified challenges and leveraging thepositive attitudes towards AI-composed songs, educational institutions can enhance language learning outcomes. The
use of AI-composed songs can make learning more engaging and effective, potentially transforming traditional
teaching methods.

Conclusion

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This study demonstrates the significant potential of AI-composed songs in language education. The positive attitudes
of educators towards these tools, combined with their willingness to use them, indicate a promising future for AI
technology in education. The findings support the Cognitive Load Theory, Multimodal Learning Theory, and Affective
Filter Hypothesis, all of which suggest that integrating AI-composed songs can enhance learning outcomes by reducing
cognitive load, providing multimodal stimuli, and creating a positive emotional learning environment.
However, the study also highlights several challenges that need to be addressed to fully realize the potential of AIcomposed songs in education. The lack of music production skills and technical support are significant barriers thatcan be overcome through targeted professional development and support systems. Additionally, further research isneeded to explore the long-term impact of AI-composed songs on language learning and to identify the best practices
for their integration into the curriculum.
In conclusion, AI-composed songs offer a transformative potential for language education. By addressing thechallenges and building on the positive attitudes of educators, educational institutions can leverage AI technology tocreate engaging and effective learning experiences. Future research should continue to explore the integration of AI in
education, with a focus on empirical studies that assess the impact of AI-composed songs on various aspects oflanguage learning. With continuous innovation and research, AI-composed songs could become a vital tool in modern
language education, offering personalized and immersive learning experiences for students.

References

Mogi, K. (2008). Everything is Born from Music. PHP Institute, pp. 49-55.
Liu, L. (Ed.). (2023). A Study on the Application of Songs in Language Education and the Potential of AI-Generated
Songs - Examples in English, Chinese, and Japanese. ProoProo Publishing, Tokyo.
Takano, T., & Kono, T. (2024). Designing English Classes Incorporating Songs Generated by AI. Proceedings of the
5th Annual Meeting of the Japan Society for Educational Technology, 38(5), 24-30.
Liu, L. (2024). Investigation on the Effectiveness of Language Learning Using AI Song Materials. Journal of Japanese
Language Teaching Methods, 30(2), 120-121.
Liu, L. (2024). Teachers' Perceptions of Using AI Songs in Chinese Language Education: A Survey of University
Teachers with an Average of Over 10 Years of Teaching Experience. Presented at the 2024 June Academic Meetingof the Sino-Japanese Comparative Linguistics Society, Online.

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Effectiveness of Second Language Learning Through Listening to
Learner's Self-similar Voice
Takeshi NAKAMOTO
Oita University, Japanv20f2002@oita-u.ac.jp
Makoto NAKASHIMA
Oita University, Japan
nakasima@oita-u.ac.jp
The public can now access voice-cloning application software on tablets or smartphones. This paper presents a novel researchendeavor focusing on the impact of the self-similar voice and its applications in second language learning using a tablet device
in a classroom setting. A controlled experiment was conducted with 40 Japanese undergraduate and graduate students withno experience studying Mandarin. Although the sample size was moderate (N=40) and the difference was insignificant at
α=0.05, the self-similar voice was confirmed to enhance the effectiveness of language learning, as evidenced by the effect size
(d=0.23). Furthermore, this paper discusses whether the preference for the learner's own voice affects the effectiveness of selfsimilar voice usage.

Keywords: DX, Education, Second Language Learning, Self-similar Voice, Voice Cloning

Introduction
The digital transformation (DX) has profoundly impacted our lifeworld (Stolterman & Fors, 2004). Thistransformation is also evident in the education sector. For example, elementary and junior high schools in Japan havealready furnished a tablet device for each student under a high-speed communication environment on campus. Besides,
digital textbooks are utilized more extensively. This indicates that the age group benefiting from DX is becoming
broader, and the environment is improving for higher-education students. Second language learning is an area that canbenefit from digital materials, as audio and video can be used in a way that paper-based materials cannot. In addition
to one-way instruction from the teacher, students can interact with the materials for individualized learning.
The search for the optimal avatar for digital learning materials has been a common research topic, often focusing on
the Proteus effect (Yee & Bailenson, 2007). On the other hand, researchers have recently directed their attention
toward self-similar speech. Speech synthesis has historically been a challenging technology. However, recent years havebrought research opportunities with applications. Voice-cloning application software for tablets or smartphones, suchas the Clony AI (Michel, 2024), has become available to the public. This paper consequently focuses on the effect of
the self-similar voice and its application to second language learning using a tablet device in a classroom environment
as a novel research endeavor. The term “second language” is defined as any language other than the first language
learned. Thus, it may mean the third or fourth language that has been learned or is being learned (Lightbown & Spada,2021).

Literature Review
Previous studies demonstrate that a self-similar avatar voice significantly improves player performance in educational
games and that audial avatar customization enhances visual avatar customization (Kao et al., 2021; Kao et al., 2022).
In a real-world vocational training setting, Pröbster et al. (2023) studied the use of avatars in 3D learning and foundthat learners were more satisfied with the avatar when it was more similar to them. Okano et al. (2022) investigatedsubjects' impressions of avatars speaking in their self-similar voice by varying the acoustic parameters based onrecordings of the speaker's own voice. The researchers found that those who liked their own voices had favorable
impressions of their self-similar voices, those who disliked their voices had favorable impressions of altered voices,and those who disliked their voices tended to seek ideal avatar voices.

Research Design & Methods
Hypotheses
In light of the findings of previous studies, the following two hypotheses are put forth in this paper.

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H1: Listening to a learner’s self-similar voice enhances the effectiveness of language learning.
H2: The preference for the learner's own voice influences the effectiveness of self-similar voice usage.

Research & Evaluation Methods
Most experiments, surveys, and reports of practice in second language education research today use quantitative
research methods, often employing methods similar to those used in psychological research, and often using the APA
style of writing (Kusanagi et al., 2015). In addition to statistical hypothesis test results, The American Psychological
Association (2020) encourages reporting effect sizes to indicate the magnitude and importance of study results.

Experiment
In order to verify the hypotheses above, a controlled experiment was conducted with 40 Japanese undergraduate andgraduate students who had no prior experience studying Mandarin language. In Japan, where the experiment was
conducted, English is taught as a second language in compulsory education. The choice of Mandarin as the exemplar
language was made to ascertain the impact of the "self-similar voice" on the learning process in a context where thesubjects had no prior experience of learning that second language.
Each subject was given an explanation of the research and the experiment regarding research ethics, and writtenconsent was obtained. The 40 subjects were randomly assigned to either the experimental or control group, with eachgroup comprising 20 individuals. Subjects in the experimental group learned Chinese by listening to self-similar speech.
To prepare the self-similar speech, the subjects made around 30 seconds of voice recordings on the Clony AI
application, reading plain Japanese sentences aloud. Then, with text data of the 20 Chinese example phrases quoted
from Miyake (2024), the voice cloning software instantly generated a Mandarin speech of the subject’s self-similar
voice, typically within a minute. In contrast, subjects in the control group learned it by listening to general speech thatwas not self-similar. The general speech was prepared with the voice of a preset character on the application.
Additionally, each subject was asked to indicate whether they “like” or “dislike” their own voices.
The subjects looked at a piece of paper containing the 20 Chinese example phrases and their Japanese translations(Figure 1), shadowed the example while listening to the audio of the example on a tablet (Figure 2), and studied them
individually within 15 minutes. Subjects were permitted to take notes on the paper during the study (Figure 3).
Figure 1
The Mandarin paper materials for no prior experience learners

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Figure 2
Playback bar on the learner tablet screen

Figure 3
Model scene of the experiment

Subsequently, a test was conducted where the subjects read aloud on a tablet while looking at the Figure 1 paper. The
subjects made voice inputs into Google Translate (Google, n.d.). The test administrator observed the screen andawarded points on a 20-point scale when the machine translation accurately recognized the phrases. The Subjects werepermitted to consult their notes, and up to three voice entries were allowed per example phrase. Each subject who
finished the test received 3,000 JPY (about USD 18).

Results
Result 1

To validate H1, we used Welch’s t-test to analyze the difference between the awarded points of the experiment (M =16.30, SD = 2.79) and the control group (M =15.75, SD =1.86). No significant difference was found at α= 0.05, t(33.1)= 0.73, p = .47. Although a significant difference was not identified between the two groups, the effect size (Cohen'sd) was 0.23, indicating that the effect of learning through self-similar voice was small but present.

Result 2

To validate H2, within the experimental group (n=20) utilizing self-similar voices, we divided the subjects into two
sub-groups based on their self-reported attitudes towards their own voices: those who “liked” (n=9) their voices andthose who “disliked” (n=11) them. Although the “disliked” subject group (M = 16.55, SD = 3.14) achieved higher
awarded points than the “liked” subject group (M = 16.00, SD = 2.45), there was no significant difference in preference
for their voice, t(18.0) = -0.44, p = .67. However, the effect size (Cohen's d) was -0.20 (negative value), indicating thatthe “dislike” recognition of the learners’ self-similar voices has an effect size with a small degree.

Discussion
Regarding the H1, although the sample size (N=40) was moderate and the difference was insignificant at α= 0.05, theself-similar voice was confirmed to enhance the effectiveness of language learning, as evidenced by the effect size
(d=0.23). Concerning the H2, although the sample size (n=20) was not large and the difference was insignificant at α=
0.05, the preference for the learner's own voice was confirmed to exert a small influence on the effectiveness of selfsimilar voice usage. However, the outcome was contrary to our expectation. The effect size yielded a negative value,indicating that the effect was reported in cases where the subjects “disliked” their own voices.
It is possible that the subjects with low self-esteem, who reported disliking their own voices, invested a greater degreeof effort in the learning process during the experiment, as Alloy and Abramson (1979) reported that individuals
experiencing depressive symptoms demonstrated surprisingly accurate judgments in experimental settings. Thisphenomenon, which has been designated the sadder-but-wiser effect, has been a subject of long-standing interest in
psychological research.
On the other hand, as Guo et al. (2024) have observed, self-similar voices are associated with virtual characters' likability■3165

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and believability. However, they also induced a more eerie sensation. Mori et al. (2012), whose original work was
published in 1970, proposed “the uncanny valley” hypothesis, which suggests that “a person's response to a humanlike robot
would abruptly shift from empathy to revulsion as it approached, but failed to attain, a lifelike appearance.” This phenomenon could
occur not only in a character with a self-similar appearance but also with a self-similar voice. We might assume asituation in which a subject with a positive attitude toward their own voice failed to learn in the experiment due to theuncanny valley effect of a self-similar voice.

Conclusion
This paper has focused on the audial aspect of self-similar virtual characters as a pedagogical tool for second language
learners. The findings demonstrated that the impact of learning through self-similar voice was evident. In addition to
the voice-only learning situation, future studies should investigate the effectiveness of incorporating self-similar facial
appearance as a factor.

References
Alloy, L. B., & Abramson, L. Y. (1979). Judgment of contingency in depressed and nondepressed students: Sadder but
wiser? Journal of experimental psychology: General, 108(4), 441. https://psycnet.apa.org/doi/10.1037/00963445.108.4.441
American Psychological Association. (2020). Publication manual of the American Psychological Association 2020: The official
guide to APA style (7th ed.). American Psychological Association.
Google (n.d.). Google Translate. https://translate.google.co.jp/?hl=ja&sl=zh-CN&tl=ja&op=translateGuo, S., Choi, M., Kao, D., & Mousas, C. (2024). Collaborating with my Doppelgänger: The effects of self-similar
appearance and voice of a virtual character during a jigsaw puzzle co-solving task. Proceedings of the ACM on
Computer Graphics and Interactive Techniques, 7(1), 1-23. https://doi.org/10.1145/3651288
Kao, D., Ratan, R., Mousas, C., & Magana, A. J. (2021). The effects of a self-similar avatar voice in educational
games. Proceedings of the ACM on Human-Computer Interaction, 5(CHI PLAY), 1-28.
https://doi.org/10.1145/3474665
Kao, D., Ratan, R., Mousas, C., Joshi, A., & Melcer, E. F. (2022). Audio matters too: How audial avatar customization
enhances visual avatar customization. Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems,
1-27. https://doi.org/10.1145/3491102.3501848
Kusanagi, K., Mizumoto, A., & Takeuchi, O. (2015). Reviewing effect sizes, statistical powers, and sample sizes offoreign language teaching research in Japan: A case of Language Education & Technology. Language Education &Technology, 52, 105-131. https://kansai-u.repo.nii.ac.jp/records/10065
Lightbown, P. M., & Spada, N. (2021). How Languages Are Learned 5th Edition. Oxford university press.
Michel, R. (2024). Voice & Face Cloning: Clony AI (Version 62) [Mobile app]. App Store.
https://apps.apple.com/jp/app/voice-face-cloning-clony-ai/id6445868360
Miyake, H. (2024, May 10). Chugokugo nichjokaiwa imasugutsukaerushinbetsu 339 reibun hatsuontsuki [Chinese - daily
conversation│339 example sentences by scene for immediate use│with pronunciation]. Chugokugo Zemi
[Chinese language seminar]. https://cn-seminar.com/chinese-conversation-3704
Mori, M., MacDorman, K. F., & Kageki, N. (2012). The uncanny valley [from the field]. IEEE Robotics & Automation
Magazine, 19(2), 98-100. https://doi.org/10.1109/MRA.2012.2192811 (Original work published 1970)
Okano, H., Mizuno, K., Miyakawa, H., & Zempo, K. (2022). Avatar voice morphing to match subjective and objective
self-voice perception. Proceedings of the 28th ACM Symposium on Virtual Reality Software and Technology, 1-2.
https://doi.org/10.1145/3562939.3565671
Pröbster, M., Tomaske-Graff, R. D., Herget, D., Lucht, M., & Marsden, N. (2023). Am I like me? Avatar self-similarity
and satisfaction in a professional training environment. International Conference on Human-Computer Interaction, 384400. https://doi.org/10.1007/978-3-031-34411-4_26
Stolterman, E., & Fors, A. C. (2004). Information technology and the good life. Information systems research: relevant theory
and informed practice, 687-692. https://doi.org/10.1007/1-4020-8095-6_45
Yee, N., & Bailenson, J. (2007). The Proteus effect: The effect of transformed self-representation on behavior. Humancommunication research, 33(3), 271-290. https://doi.org/10.1111/j.1468-2958.2007.00299.x

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Designing a career-based student support system
in a convergence education environment
Sang-Ah Park
Chungbuk National University, Republic of Korea
sapark948@gmail.com
Hyunju Lee
Chungbuk National University, Republic of Korea
27523@cju.ac.kr
Yunsoek Lee
Chungbuk National University, Republic of Korea
ysl9402@gmail.com
Insuk Yang
Chungbuk National University, Republic of Korea
pllololens@hanmail.net
Hoseung Byun
Chungbuk National University, Republic of Korea
hobyun@cbnu.ac.kr
As the importance of convergence capabilities is emphasized in higher education, students are placed in an environment
where they can freely choose majors and explore various career paths beyond the traditional department system. These changes
provide new opportunities for students, but at the same time, they also cause problems due to lack of information as therange of choices expands. In this study, we attempted to design a system that would support current students to effectively
select curricular and extracurricular activities that meet their career goals by comprehensively analyzing data from current
students and graduates. This system considers each student's current academic and activity status through large-scale data
analysis and provides educational support tailored to their career path, helping students design their learning more clearlyand effectively. This approach can make an important contribution to improving students' learning experiences andmaximizing educational outcomes in a convergence educational environment.

Keywords: Student support system, convergence education, career motivation model, social cognitive career
theoryIntroduction
Due to rapid changes in the industrial environment, universities are required to strengthen students' capabilities andnurture talent that meets societal needs through career education, in addition to their traditional roles of knowledge
creation and education. According to career development theory, college students are in the career exploration andcareer establishment stages (Super, 1973), a period crucial for career development. Consequently, interest incompetency-centered education is increasing in universities and prior research on core competencies and career
education is actively being conducted (Jeong, 2017).
Meanwhile, as competency-based education is emphasized, interest in the non-major system to ensure students'
convergence learning and support diverse career paths is increasing. While students admitted at the department levelcan plan their studies using a career roadmap suited to the nature of the department, students without a major needother types of support for career exploration and study plan. This study focuses on designing a system to support
career planning for students enrolled without a major in a convergence education environment.

Research Design & Methods
The purpose of this study was to present a student support system design model according to procedures by applying
design and development research methods. The research procedure followed the five stages of development researchpresented by Richey and Klein (2005). First, the research question was defined through the necessity and purpose of167

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the study. Second, design principles were derived by analyzing previous studies related to career-based student support.
Third, based on these design principles, an initial model suitable for the research question was developed. Fourth, acareer-based student support system was designed for a convergence education environment. Finally, the final design
was completed through modification and supplementation steps for the designed system.
Previous studies on individual careers, since the 1950s, has been dominated by career development theory, which
posits that individuals do not make career decisions at a specific point in time but develop according to stages (Super,1969). Although career development theory explains an individual's overall career development process, it has
limitations in explaining individual differences in cultural context or career development stages.
To complement the limitations of career development theory, social cognitive career theory emerged in the 1980s
when Betz and Hackett (1986) focused on the role of self-efficacy in career development based on Bandura's social
cognitive theory. Based on this theory, London and Noe (1997) presented a theory of career motivation, dividing the
motivation for career decision-making into multidimensional aspects; career resilience, career insight, and career
identity. According to London (1983), “In career motivation theory, career resilience refers to the ability to actively
cope and adapt even in an uncertain career environment; career insight refers to recognizing factors that affect career
paths and establishing detailed career goals and plans; career identity refers to the ability of an individual to makeappropriate career decisions with a clear and stable image of the job.” This study aims to create a system that supports
students in each of these three areas.

Results
Figure 1 shows the student support system designed in five stages based on the previously presented career
motivation model. The system shows student activities and provision effects for each stage. The presented student
support system includes the career exploration preparation stage and the recommendation stage for each student's
career path and curricular/non-curricular activities. In the first stage, courses are provided to students without a major
to prepare for their major selection and career exploration. Students can improve their career resilience by taking
courses and exploring curricular and extracurricular activities that suit their interests. In the second stage, data on
students' curricular and extracurricular activities are collected from the system and analyzed. In step 3, based on the
results analyzed in step 2, career data of students who have engaged in similar activities is analyzed to recommend acareer path for each student. At this stage, the system supports improving students' career insight by presenting
explanations, necessary competencies, and requirements for each career path. In step 4, students perform curricularand extracurricular activities that match the activities recommended by the system for their chosen career path andtheir changing interests. In this process, students can form a clear image of their job and develop their career identity.
In the final 5th step, the tasks of steps 3 and 4 are repeatedly performed to support students in preparing for theircareers realistically and specifically.
Figure 1
Student support system design based on career motivation model

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Discussion
This study analyzed prior studies to design a career-based student support system in a convergence education
environment and presented a student support system consisting of five stages based on the career motivation model.
The presented system can help students select curricular and extracurricular activities that meet their career goals andimprove career motivation by analyzing data from current students and graduates. Compared to existing careerroadmaps presented on a department-by-department basis, this study is significant in that it presents a customized
recommendation system for students based on career paths and suggests a personalized education path tailored tocareer goals. In future research, it is necessary to implement the system at various universities to identify any issues
that may arise during the implementation phase and to make improvements based on user feedback.

Conclusion
Through this study, we sought to make an important contribution to improving students' learning experience andmaximizing educational performance by proposing a system that supports designing individual career-based learning
in a convergence education environment. In the future studies, it is necessary to collect and analyze data from various
universities to apply the system practically and seek improvement of the system through user evaluation. By introducing
the system proposed in this study, universities can systematically support students' career planning and study planestablishment, increasing students' satisfaction and achievement.

References
Betz, E. N. & Hackett, G. (1986). Applications of self-efficacy theory to understanding career choice behavior. Journalof Social and Clinical Psychology, 4(3), 279-289.
Jeong, S. (2017). The analysis of career curriculum of general education based on core competences at university. Korean
Journal of General Education, 11(4), 363-387.
London, M. (1983). Toward a theory of career motivation, Academy of Management Review, 8(4), 620-630.
London, M. & Noe, R. A. (1997). London’s career motivation theory: an update on measurement and research. Journalof Career Assessment, 5(1), 61-80.
Richey, R. C. & Klein, J. D. (2005). Developmental research methods: creating knowledge from instructional designand development practice. Journal of Computing in Higher Education, 16(2), 23-38.
Super, D. E. (1969). Vocational development theory: Persons, positions, and processes. The counseling psychologist, 1(1),2-9.
Super, D. E. (1990). A life-span, life-space approach to career development. Journal of Vocational Behavior, 16, 282-298.

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Developing a Comprehensive Framework
for Constructing and Operating Edu-Metaversein K-12 Education
Sumin Hong
Seoul National University, Republic of Korea
hongxiumin@snu.ac.kr
Bokyung Go
Seoul National University, Republic of Korea
bk_go@snu.ac.kr
Eunseon Lim
Seoul National University, Republic of Korea
chloelim@snu.ac.kr
Taeyeon Eom
Seoul National University, Republic of Korea
eomcalm@snu.ac.kr
Seungha Kim
Seoul National University, Republic of Korea
seungha@snu.ac.kr
Hyeongjong Han
Korea National University of Transportation, Republic of Korea
hjonghan@ut.ac.kr
Cheolil Lim
Seoul National University, Republic of Korea
chlim@snu.ac.kr
Abstract This study developed a framework for constructing and operating the Edu-metaverse in K-12 education. Whileprevious studies focused on integrating metaverse technology into education, research on a comprehensive framework waslacking. The developed framework includes goals, participants, essential factors, and major roles, derived from literature
analysis, surveys, expert interviews, and Delphi survey. The Edu-metaverse aims to ensure learning rights, offer career
assistance, provide learning communities, and achieve personalized education. Key participants are students, teachers, andparents, with technology, culture, and ethics as essential components. It supports curricular and non-curricular learning,offers diverse learning experiences, career guidance, safety education, interoperability with edutech tools, learning
management, and individual portfolios. This study suggests the metaverse as a future virtual learning space integrating
various educational activities and community spaces.

Keywords: Metaverse, Edu-metaverse, Virtual worlds, Conceptual framework, Delphi survey
Introduction
With the rapid changes in society and technological advancements, there is active discussion on future schools to
address current and future educational challenges and to nurture talents prepared for the future society (Kim et al.,2017). Minerva Schools have transcended limited physical spaces to become spaces that surpass time and place due
to technological advancements. It is predicted that in the future, with the advancement of technology, future schools
will evolve into the metaverse, an expanded world beyond physical spaces. The metaverse is expected to promote
future education by expanding self and experiences, enhancing learning immersion, and providing rich learning
support (Gye et al., 2023). Some scholars refer to the metaverse for teaching and learning as the "Edu-metaverse,"
and they propose the concept of an "Edu-metaverse Ecosystem," which includes the necessary elements for its
effective operation (Wang et al., 2022). While research on the concept and characteristics of the Edu-metaverse isactively conducted abroad, related research is insufficient. To build an Edu-metaverse, it is necessary to discuss theconceptual elements that need to be considered, such as setting the purpose of the metaverse. In this context,170

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research proposing a framework for constructing an Edu-metaverse is required (Chen et al., 2023). The currently
proposed frameworks aim to conceptualize the Edu-metaverse or focus on technology (Wu & Hao, 2023). This
study aims to develop a framework that can be used as a reference for the construction and operation of an EduMetaverse in the future, providing a theoretical basis for its establishment.

Research Design & Methods
This study aims to develop a framework for the construction and operation of Edu-metaverse and to verify its
validity. To derive an initial framework draft, we analyzed previous studies and cases of the educational use of
metaverse and virtual worlds. Through the analysis of research and cases, we synthesized the concept, purpose,
operating methods, users, values, and components of the Edu-metaverse to derive an initial draft of the framework.
Additionally, we conducted a needs analysis through surveys targeting students, parents, and teachers in K-12
education. The survey consisted of questions about experiences with metaverse-based classes and activities,
perceptions, and needs of metaverse-based education and Edu-metaverse, etc. 78 students, 40 teachers, and 118
parents participated. We calculated the frequency or average of responses for each question and analyzed openended opinions to examine the degree of perception.
Furthermore, through focus group interviews with experts experienced in the metaverse in educational use, weestablished the direction of the educational metaverse framework and defined the elements that should be includedin the framework. We interviewed five experts, including metaverse education specialists and officials in charge ofmetaverse projects from city and provincial education offices, to gather opinions on the necessity and rationale ofEdu-metaverse, the definition and role of Edu-metaverse, and the elements needed for sustainable operation of Edumetaverse.
To review the validity of the Edu-metaverse framework derived through the above procedures, we conducted aDelphi survey with 20 experts and modified and supplemented the framework by reflecting the consensus opinionsof the experts.

Results1.

Initial Framework for Edu-Metaverse

A survey was initially conducted to gain an understanding of the perceptions and needs of the primary users ofMetaverse for Education. These users included students, parents, and teachers. The results of the subject-specificneeds analysis, as identified through the survey analysis, are as follows. The initial survey of 78 students at theelementary, middle, and high school levels revealed that approximately 56% (44 respondents) had prior experience
with metaverses, while 88% (69 respondents) expressed support for the implementation of educational metaverses
on a school-wide basis. Subsequently, 118 parents were surveyed regarding the implementation of educational
metaverses and metaverse-based educational activities. We identified three key reasons why students require
metaverse-based education. Firstly, it provides a more future-oriented education (15.3%). Secondly, it offers a variety
of experiences beyond the limitations of the physical world (11.0%). Thirdly, it can improve the accessibility andefficiency of education, while also generating students' interest (5.1%). Finally, a survey was conducted of 40 faculty
members to ascertain their opinions on the initial metaverse framework derived from the literature. The results
indicated that the educational metaverse framework was perceived as appropriate with a mean score of 3.48 (out of5), the detailed functions and applications were considered appropriate with a mean score of 3.45, the usefulness was
rated as appropriate with a mean score of 3.18, and the overall structural design was perceived as appropriate with amean score of 3.68. Subsequently, expert interviews were conducted and it was determined that contemporary
students are versed in text-based and media-based communication, such as voice and chat, thereby establishing their
expectations of meaningful interaction between teachers and students via an educational metavers. In this study, theinitial framework was devised to reflect the insights. The initial framework is composed of stakeholders, key roles,
and components.
2.

Results of the Delphi Surveys

In the first Delphi survey, a 5-point Likert scale questionnaire was administered to 20 experts, yielding content
validity ratios (CVRs) between 4.11 and 4.63, with all areas of the framework scoring above the threshold of 0.42.
Key opinions highlighted the necessity for additional support in extracurricular education, integration of learning
management and learning analytics, differentiation from existing Edu-metaverse platforms, and the need forcompatibility with external EdTech tools and educational administration systems. In the second Delphi survey,

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revisions were made to the initial framework, specifically addressing items with low validity identified in the firstsurvey and taking into account expert feedback. The revised survey yielded CVRs exceeding the 0.42 threshold
across all areas. Expert feedback underscored the need for revising ambiguous terms within the framework,
clarifying explanations for each model element, and providing detailed implementation strategies.
3.

Final Framework

The Edu-metaverse is an integrated educational platform that provides an expanded educational experience based ona virtual environment and refers to a virtual space where students and teachers can be the center and community
members can participate. The final framework for the establishment and operation of this educational metaverse
consists of goals, stakeholders, all elements, and roles as shown in [Figure 1]. First, Edu-metavers' goals are toguarantee the right to learn through the creation of a sustainable learning environment, to explore careers throughabundant experiences, to expand experiences through various interactions, and to innovate future education throughcustomized education. Stakeholders consist of students, teachers, and parents, and all elements such as technology,
culture, and ethics are required for the establishment and operation of Edu-metaverse. Edu-metavers can play a rolein providing support for learning, support for extracurricular activity, digital content, career and safety education,
play and rest spaces, community, play a role as an interoperability tool, learning analysis, and provide a portfolio oflearners.

Figure 1
Final framework for Constructing and Operating Edu-Metaverse in K-12

Education

Discussion
The discussion of this study is as follows. First, the Edu-metaverse framework developed through this researchassumes an integrated space that encompasses and connects various functions, rather than serving as a limited,fragmented space. From the perspective of learning environment design, it holds educational significance by
providing learners with a comprehensive learning ecosystem (Lim et al., 2022). Second, to build and operate an Edumetaverse, it is necessary to consider its conceptual definition and key roles. Research related to future schools also
begins by setting the fundamental direction of education (Kim et al., 2017), and the vision of the Seoul-type
Metaverse platform by the Seoul Metropolitan Office of Education (2022) is a representative example. Third, theEdu-metaverse should be designed to emphasize the characteristics of the metaverse as a space and technology. It
focuses on providing learners with expanded experiences rather than just the functions offered by existing online
platforms. Therefore, the framework proposed in this study includes career education and safety education.

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Conclusion
Firstly, the Edu-metaverse will function and serve as an integrated teaching and learning space in the future.
Secondly, the Edu-metaverse will play a role not only for teachers and learners but also from a lifelong educational
perspective for the community. Thirdly, to construct and operate the Edu-metaverse, the definitions, participants,
essential factors, and major roles presented in this study must be considered. Fourthly, the Edu-metaverse should bedesigned to leverage the characteristics of the metaverse as a space and technology to provide learners with expanded
experiences. Based on the limitations of this study, the suggestions for future research are summarized as follows. To
build and operate an Edu-metaverse, it is necessary to establish a detailed roadmap based on the elements that need
to be considered. This study is significant in introducing the concept of an Edu-metaverse in Korea. However, it has
the limitation of not implementing an Edu-metaverse school based on the framework from the research.

References
Chen, X., Zou, D., Xie, H., & Wang, F. L. (2023). Metaverse in Education: Contributors, Cooperations, andResearch Themes. IEEE Transactions on Learning Technologies.
Gye, B., Lee, D., Lee, E., Cho, A., Kim, E., & Kwon, M. (2023). Research on designing future learning environments based on
Metaverse. (RR 2023-02). Korea Education and Research Information Service.
Kim, H., Kim, E., Lee, E., Gye, B., & Lee, E. (2017). Research on the development of future school establishment and operation
models (CR 2017-6). Korea Education and Research Information Service.
Lim, C., Han, S., Gye, B., Kim, E., Kwon, M., Hong, S., Lee, D., Park, J., Eom, T., & Choi, J. (2022). Research on
guidelines for the educational use of the metaverse (KR 2022-06). Korea Education and Research Information Service.
Seoul Metropolitan Office of Education. (2022). Seoul mathematics learning metaverse usage guide.
Wang, F. Y., Qin, R., Wang, X., & Hu, B. (2022). MetaSocieties in Metaverse: MetaEconomics andMetaManagement for MetaEnterprises and MetaCities. IEEE Transactions on Computational Social Systems, 9(1),2-7.
Wu, T., & Hao, F. (2023). Edu-Metaverse: Concept, architecture, and applications. Interactive Learning Environments, 128.

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Promoting ICT Utilization in Education in Primary Schools
in Cambodia
Shinichi Sato
Nihon Fukushi University, Japansatoshin@n-fukushi.ac.jp
Makoto Kageto
Nihon Fukushi University, Japan
makoto@kageto.jp
In Cambodia, the lingering effects of the civil war necessitate educational improvements. The Ministry of Education, Youth,and Sport highlighted low Programme for International Student Assessment (PISA) scores. Despite existing teacher training
colleges (TTC), the prevalent two-year duration is often insufficient, resulting in inadequate instructional skills among
teachers. Addressing these challenges, our project collaborates with the TTC in Siem Reap to promote ICT utilization in
13 primary schools. In this study, we develop digital content with local teachers, observe their usage, and understand thespillover effects on other teachers. We provide necessary equipment, initial training, and ongoing support through interviews
and visits. While ICT use has increased teachers’ enthusiasm, challenges such as limited subject understanding persist.
Future efforts will focus on refining teaching materials, improving teacher qualifications, and ensuring the program's broader
dissemination and sustainability.

Keywords: Educational Development, Teacher Training, Cambodia

Introduction
In Cambodia, the lingering effects of the civil war necessitate improvements in the education system. The Ministry of
Education, Youth and Sport (2018) in Cambodia pointed out the low score in the Programme for International Student
Assessment (PISA) results, and it aims to achieve a better educational environment with a learner-centered approach.
Although there are Teacher Training Colleges (TTC) in Cambodia for fourth-year students, most teacher training iscurrently conducted in two-year teacher training colleges. However, the two-year duration is often insufficient todevelop adequate instructional skills, and there is a recognized shortage of teaching abilities among teachers (e.g., Ono,
2020; Tanden & Fukao, 2015). In fact, even during our activities in the field, we observed difficulties in teaching topics
such as division in mathematics and pronunciation of English. Moreover, due to the shortage of teachers and schools,
it is common for schools to operate on a two-shift system (morning and afternoon), resulting in a limited school dayof approximately four hours, leading to inadequate learning time. Taking these local conditions into account, we arecollaborating with the TTC in Siem Reap, Cambodia, to promote and enhance ICT utilization in local primary schools
with the aim of improving education in the region. In this study, we aim to develop digital content with Cambodian
primary school teachers, observe how these contents are used, and understand the spillover situation for other teachers.
It should be noted that most local primary schools lack projectors, so we decided to donate the necessary equipment.

Research Design & Methods
We have identified 13 primary schools where graduates of the TTC work as model schools for our project. Eachschool has at least one designated core teacher through whom the project's initiatives will be disseminated. The project
started in April 2022, and within three years, our goal is for approximately one-third of teachers in each school to beable to conduct lessons using ICT. To ensure not only temporary but also continuous and effective ICT utilization,
we believe it is effective for local teachers to create their own teaching materials. Therefore, we decided to collaborate
with local teachers to create teaching materials. Since local teachers lacked expertise in creating teaching materials, wefirst created model materials mainly in English. Then, local teachers customize and localize these materials. We believethat involving local teachers in material creation enhances their agency and contributes to sustainability. Additionally,
we encourage teacher training college students to engage in material creation as part of their coursework.

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When we traveled to the region, we demonstrated how the content could be used in the classroom and instructed the
local teachers to use it in their classes. The use status was then confirmed through interviews conducted online once
every few months and when we visited the next time.

Results and Discussion
Content creation in collaboration with the local teachers began in earnest after November 2022, and training on how
to utilize the system was conducted in February 2023. In addition, we visited model schools and provided guidance
for use in actual classroom environments. In some schools, we had the teachers use content in front of the students
and provided feedback on the teaching methods.

Through our practice, core teachers in model schools have started using ICT regularly, ranging from once or twice aweek to daily, depending on the school. Local teachers have also become more proactive in creating teaching materials.
However, challenges such as teachers’ limited understanding, particularly in subjects like fractions and geometry inmathematics, and issues with pronunciation in English have emerged. Furthermore, dissemination from core teachers
to other teachers is underway, and it is necessary to monitor this progress and provide appropriate support as needed.
Reports from local teachers indicate increased enthusiasm and interest among students in ICT-based lessons. Local
teachers mentioned that it saves board time, improves the tempo of the class, and motivates the students. However,some teachers who were new to using ICT said that they were unfamiliar with computers and found it challenging.
Therefore, we decided to promote the use of ICT by having the teachers who would be the core of ICT utilization
demonstrate a simple lesson just to display the slides in sequence as they teach.

Conclusion and Future Challenges
The teaching materials were generally developed according to plan and began to be used successfully by the coreteachers. While there were some positive indications of revising the teaching materials to make them easier to use, we
also observed that mistakes were embedded during the revision process. It is necessary to consider a system to checkthe produced contents, as well as to improve the qualifications of teachers. Although there were still issues in spreading
the program to a large number of teachers, it was successful in stimulating the local teachers’ motivation to use ICT.
We will continue to monitor the use of ICT and consider appropriate measures.

Acknowledgments
This work was supported by JSPS KAKENHI Grant Number JP22K02841 and JICA Partnership Program.

References
Ministry of Education, Youth and Sport (2018). Education in Cambodia: Findings from Cambodia’s experiencein PISA for Development.
Ono, Y. (2020). Recent policy initiatives to upgrade initial teacher education in Cambodia, NUE Journal ofInternational Educational Cooperation, 14, 41-51. http://doi.org/10.24727/00028921
Tandon, P., & Fukao, T. (2015). Educating the next generation: Improving teacher quality in Cambodia. WorldBank Publications, Washington DC, https://doi.org/10.1596/978-1-4648-0417-5
Wagner, D. A. (2017). Learning as development: Rethinking international education in a changing world.
Routledge, New York and London.

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A study on “the showing media literacy”
Ryoga Okawa
Kansai University Graduate School, JapanK818976@kansai-u.ac.jp

In this study, how “showing media literacy” was operationally defined and it would be took place in practice. The purpose ofthis study is twofold: to define “the showing media literacy” and to elucidate its facets through investigation. First, we
conducted a critical review of media literacy definitions focusing on educational researches in Japan and clarified researchissues regarding “the showing media literacy. Second, through our investigation, we revealed how media literacy is shown.
From this study, we obtained two main results:(1) By organizing important definitions and concepts of media literacy inJapan, it became clear that the aspect of showing is not clearly defined and is only suggested by some studies. (2) By
investigating the show of media literacy, it became apparent that the demonstration of media literacy varies depending on
conditions and awareness.

Keywords: Media Literacy, Showing, Definition, Components, Survey

Introduction
In recent years the media environment surrounding people has been undergoing complex changes. Particularly inrecent years new media have emerged almost annually influencing people's lives. Furthermore the spread of
misinformation regarding COVID-19 and vaccines in 2020 the Russian invasion of Ukraine in 2022 and the IsraelGaza conflict in 2023 have seen numerous instances of false information being disseminated. In such a context media
literacy is an essential skill in a society where diverse media and information exist.
The importance of media literacy has been emphasized by various researchers and research and educational practices
have accumulated. However there has been little discussion on how to autonomously show and control the acquired"media literacy" in daily life.
Therefore the purpose of this study is to define the showing of media literacy and clarify its aspects through research.
Firstly it aims to clarify the research issues concerning the showing of media literacy by critically examining andorganizing definitions of media literacy in education in Japan. Secondly it aims to elucidate how media literacy is shown
through empirical research.

Definition and Components of Media Literacy
In this study the definition and components of media literacy are classified into seven items based on their backgroundand elements. The classification was conducted by focusing on the situations in which the definitions were made(background) and the elements that researchers included in their definitions (elements) using similarities as a clue. The
results are summarized in Table 1. Black circles (●) indicate the presence of the item in the definition or components
and double circles (◎) indicate the author's emphasis.
Table 1
Classification of Media Literacy

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From this perspective similarities and differences in each definition can be observed. It should be noted that theseseven items do not exist independently within each definition and component but overlap with other abilities andinteract to shape media literacy.
However there were no items that included the showing of media literacy in the definitions or components. Therefore
it is clear that future research should focus on examining the showing of media literacy as an everyday ability.

Current Status Survey: Actual Conditions of Media Literacy Showing
The purpose of this survey is to clarify the presence or absence of media literacy showing and the factors related to its
showing. It explores the impact of the types of information the type of media through which information was received
trust in media and interest in the information on behavior after receiving the information. In other words it aims toclarify how media literacy is shown in daily media contact situations.

Survey Method

Given the objective of investigating the current status of media literacy showing in society it was necessary to have awide range of subjects. Therefore we targeted individuals aged 15 to 99 registered with the internet survey form
"Freeasy." Efforts were made to ensure that age and gender were evenly distributed. The number of respondents was
504 of which 479 provided valid responses. The survey items were created with reference to the Ministry of Internal
Affairs and Communications Information and Communication Policy Research Institute (2023) and Okawa (2022)
focusing on "showing" of media literacy. Analysis was conducted using Microsoft Excel and IBM SPSS Statistics 29.

Results and Discussion

1:Presence or Absence of Media Literacy Showing
The survey results revealed that the showing of media literacy varies depending on factors such as the "types of
information" "type of media through which information was received" "interest in information" and "trust in media."
There were differences in the number of responses indicating action or inaction among information types A B andC.(Table2)
Table 2Differences in Behavior by Information Type and Receive Media

2:Interest in Information
Interest in information showed a significant correlation with the presence or absence of subsequent actions across all
information types A B and C. (Table3)High interest groups were more likely to take action while low interest groups
were more likely to show inaction. This result indicates that "interest in information" is a factor influencing the showingof media literacy. In other words media literacy is an ability that requires underlying "interest" to be shown.
3:Trust in MediaThe results showed that trust in media affects the presence or absence of subsequent actions. Except for the groups
that trusted "SNS" "video distribution/sharing sites" and conversations with friends acquaintances and family
members high trust groups were more likely to take action while low trust groups were more likely to show inaction.
This suggests that "trust in media" is a factor influencing the showing of media literacy. Additionally trust in media
promotes the showing of media literacy rather than suppressing it. Furthermore a lack of trust in media was found to
suppress the showing of media literacy. In other words "trust in media while showing media literacy" is possible and"lack of trust in media while not showing media literacy" was indicated.
Table 3178

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Differences in Behavior by Interest in Information and Reception MediaTable 4
Trust in Various Media and Differences in Behavior by Information Receive Media

Conclusion and Future Issues
The purpose of this study was to define the showing of media literacy and clarify its aspects through research. The
following insights were obtained from the results:
1:By organizing representative definitions and concepts of media literacy in Japan it became clear what elements areincluded in the definitions and concepts. However it was also revealed that the showing was not clearly positioned andwas only pointed out by some studies.
2:By conducting a survey on the showing of media literacy it became clear that the showing of media literacy varies
depending on conditions and awareness. These results will be significant in future media literacy education in terms of"enabling the utilization of media literacy."

References
Gotoh, Y. (2006). An Examination of the Causal Model for the Relationship among Critical Thinking, Skills ,Attitude and Preconception to Media. Japan Journal of Educational Technology, 30(3), 183–192.

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Institute for Information and Communications Policy, Ministry of Internal Affairs and Communications. (2023).
Reiwa 4nendo Jouhou Tsushin Media no Riyou Jikan to Jouhou Koudou ni kansuru Chousa [Survey on usage time andinformation
behaviorofinformation
andcommunication
media
in
FY2022].
https://www.soumu.go.jp/main_content/000887660.pdf
Kurokami, H. (2005). Redefinition of Media Literacy in Education: An Ability of Designing the Interface between
Media and Oneself. Japanese Journal of Educational Media Research, 11(2), 1–9.
Ministry of Internal Affairs and Communications. (2020). Nihon ni okeru feikunyu-su no zittaitou ni kannsuru
tyousakenkyu dai 21 kai puratto fa-musa-bisu ni kansuru kenkyukai : sankoushiryo3 [A study on the actual situationof fake news in Japan. Reference Material 3 of the 21st Meeting on Platform Services].
https://www.soumu.go.jp/main_content/000715293.pdf.
Ministry of Internal Affairs and Communications. (2022). Reiwa 3nendo Koku-naigai ni okeru Gijouhou ni kansuru
Ishiki Chousa Dai 36kai Purattofoomu Saabisu ni kansuru Kenkyuukai: Shiryou 1[Survey on awareness of
misinformation in Japan and abroad in FY2021. Material 1 of the 36th Meeting on Platform Services].
https://www.soumu.go.jp/main_content/000813675.pdf
Ministry of Internal Affairs and Communications. (2023). Reiwa 4nendo Koku-naigai ni okeru Gijouhou ni kansuru
Ishiki Chousa - Reiwa 4nendo Koku-naigai ni okeru Gi Jouhou ni kansuru Ishiki Chousa yori - Dai 45kai Purattofoomu
Saabisu ni kansuru Kenkyuukai: Shiryou 4. [Survey on awareness of misinformation in Japan and abroad in
FY2022: From the Survey on Awareness of Misinformation in Japan and Abroad in FY2022. Material 4 ofthe 45th Meeting on Platform Services]. https://www.soumu.go.jp/main_content/000887660.pdf
Ministry of Posts and Telecommunications. (2000). Housou Bun'ya ni okeru Seishounen to Media Riterashii ni kansuru
Chousa Kenkyuukai Houkokusho. [Report of the study group on youth and media literacy in the broadcasting
field].https://warp.da.ndl.go.jp/info:ndljp/pid/235321/www.soumu.go.jp/joho_tsusin/pressrelease/japa
nese/housou/000831j702.html
Mizukoshi, S. (1999). Dejitaru media shakai [Digital Media Society]. Iwanami Shoten Publishers.
Nakahashi, Y. (2013). Media produce no sekai [The World of Media Production] (Y. Nakahashi, Ed.). Hokuju
Shuppan Ltd.
Nakahashi, Y. (Ed.). (2017). Media riterashii kyouiku: Sōsharumedia jidai no jissen to manabi [Media Literacy Education:
Practice and Learning in the Age of Social Media]. Hokuju Shuppan Ltd.
Nakahashi, Y. (Ed.). (2021). Media riterashii no kyouiku ron: Chi no keishou to tankyuu e no izanai [Theory of Media
Literacy Education: Invitation to the Inheritance and Inquiry of Knowledge]. Hokuju Shuppan Ltd.
Okawa, R., & Kurokami, H. (2022). Survey of People’s Information Behavior Case Study of the Assassination ofFormer Prime Minister Abe. The 29th Annual Conference of the Japan Association for Educational Media Study, 138–
139.
Sugaya, A. (1999). Media riterashii: Sekai no genba kara [Media Literacy: From the World's Frontlines] Iwanami
Shoten.
Suzuki, M. (1997). Media riterashii o manabu hito no tame ni [For Those Learning Media Literacy]. Sekai Shisosha.
Watanabe, T. (1997). Media riterashii: Joho o tadashiku yomitoku tame no chie [Media Literacy: Wisdom for CorrectlyInterpreting Information]. Diamond, Inc.

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School libraries as educational media in the era of informationoriented education
Mari Itoh
Aichi Shukutoku University, Japan
mritoh@asu.aasa.ac.jp
Abstract Courses of Study mentions school libraries as useful educational media. This research aims to discuss how school
libraries contribute to effective teaching making use of ICT. Seventy-nine publicly available best practices at elementary
schools utilizing ICT in teaching were collected and analyzed from the aspects of ICT use situations suggested by MEXT
and school library availability described by JSLA.
It was revealed that the scope of activities to use ICT in teaching was expanding for higher grade levels. However, it
was still limited to improve working efficiency of learning in a class. This suggests a possibility for school libraries to offer
adequate equipment use, assistance with application and software use, and effective presentation instruction, as well as toprovide information evaluated by library specialists and suitable support in use of digitized contents.

Keywords: Educational Media, ICT, Information Literacy Education, School Library

Introduction
The format of educational media, including digitized resources as well as printed materials, undergoes transformation
over time. School libraries have been playing a role as media centers for effective use of such various resources. The
Ministry of Education, Culture, Sports, Science and Technology (MEXT) (2017) describes school libraries as usefuleducational media in its Course of Study. School libraries equip themselves with digital media and tools to support
students in their fruitful learning and creative activities as well as in reading. Effective use of school libraries
substantially enhances inquiry-based learning activities at schools (Gakkou Toshokan no Seibi Juujitsu ni kansuru
Chosa Kenkyu Kyouryokusha Kaigi, 2016). MEXT (2022) also emphasizes that Information and Communication
Technology (ICT) is an indispensable basic tool for realizing what it has termed “Japanese-Style School Education in
Reiwa”, and that optimally combining ICT with conventional practices can solve various issues facing school educationand improve the quality of education. The curriculum guidelines for elementary and secondary schools explain how
to use various kinds of media for high quality teaching. Itoh (2022) confirmed by the results of analyses of descriptions
about media in curriculum guidelines that various media as well as books in a school library should be collected andproperly organized to support teaching and learning activities.
However, quite a few studies point out that the effectiveness of using school library media on inquiry-basedlearning is not yet adequately recognized by schoolteachers and stakeholders. They also suggest that teachers do notknow how to select and combine the contents of a textbook with information retrieved from other educational media.
The present research aims to discuss how school libraries contribute to effective teaching activities making use of ICT.
The researcher targeted best practices utilizing ICT in teaching at elementary schools. These were analyzed on thefollowing points: (1) how ICT was applied for effective teaching, (2) whether each case used a school library, and (3)how school libraries could support teaching in each case. The reliability of the analyses was verified by referring torelated documents mentioning the utilization of a school library in teaching. The results will become sources forteaching practices to promote the new way of learning in the Reiwa era promoted by MEXT (2022).

Research Design & Methods
Data Collection
MEXT (2020) shows examples of how to apply ICT to teaching for each subject in various situations. To examine
the possibility of effective use of a school library as educational media, the researcher analyzed best practices utilizing
ICT for teaching at elementary schools, which were publicly available. These data could be used to develop usefulcombinations of ICT tools and school library media for effective teaching.
The data were retrieved from the documents by boards of education of local governments available on the Web
under the below conditions, and from the reports of the contest for ICT application in teaching organized by the Japan
Association for the Promotion of Educational Technology (JAPET) (2022, 2023). Practical cases targeting a particular
computing system or software were excluded, even if they were available on the Web. The cases collected were limited

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to practices after 2020 when the newest Course of Study went in operation. The GIGA School program by MEXT
was advanced due to the COVID-19 pandemic in 2020. Each case had to indicate its subject to make clear what kindsof outcome the teacher aimed for.

Data Analysis
The collected data were analyzed by the following procedures:
1. Each case was arranged under the labels of targeted grade, subject, unit, summary of activities, ICT and/or
software used, situations to apply ICT.
2. The cases were classified into the categories of ICT use situations reported by MEXT (2020), which mentioned
the following: (A1) displaying teaching materials in a classroom by teachers, (B1) individualized learning, (B2)
activities such as information searching and conducting surveys, (B3) experimenting and deepening thinking, (B4)using various techniques to express images and/or thoughts, (B5) study at home, (C1) presentation and discussion
within a class, (C2) organizing opinions through collaboration with classmates, (C3) producing collaborative
works, (C4) communication with communities outside a school. As some reports applied the above MEXT
categories, the researcher referred to the descriptions in the reports to determine applicable categories. More than
one category could be applied to a particular activity.
3. The cases were also sorted by the kinds of supporting teachers and/or students by school library referring to the
instructions of ICT use in school libraries for teaching by the Japan School Library Association (JSLA) (2021).
The researcher set out the types of library services to support teaching based on their descriptions on behalf of
this analysis: (1) evaluation of information and collection, (2) instructions to use collections or databases, andreference services, (3) posting useful contents for class activities, video distribution on web page, (4) school libraryuse guidance, (5) information literacy assistance including report writing, (6) computer literacy including tablet
and other software applications, and (7) internet literacy including netiquette and security.

Results
Seventy-nine cases were collected in total: 34 from the Board of Education of Hokkaido, 22 from the Board of
Education of Yamaguchi Prefecture, 14 from the Board of Education of Tagawa City, Fukuoka and 9 from JAPET.
The data were tabulated as shown in this section. None of these cases mentioned the use of school library services.
Table 1 shows the results of the cases by grade. Most of the cases of this research were intended for middle and upper
grade levels. As for the cases by subject, practices were found for basic subjects of the curriculum such as Japanese,social studies, arithmetic and science, and for the additional subjects of arts and crafts (see Table 2).

Table 1
Distribution by grade

Table 2Distribution by subject
subject(n=79)%

Japanesecalligraphy

12
15.19

social studies

1
1.27

home economics physical education

arithmetic

9
11.39
healthsciencelife studies

music

12
15.19

6
7.59

4
5.06

moral education

foreign language
activities

integrated studies

drawing and crafts
4
5.06

6
7.59

cross-curriculum special activities

2

3

1

1

6

8

2

2

2.53

3.80

1.27

1.27

7.59

10.13

2.53

2.53

Table 3 shows the results categorized by groups of ICT use situation. All groups were utilized to some extent
in the situations analyzed. Studying at home (B5) and communication with communities outside a school (C4) occurred
less. Collaborative activities (C2, C3) seemed not actively executed either.
Table 3Categories of ICT use situation

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category

A1

B1

B2

B3

B4

B5

C1

C2

C3

C4

(n=79)

25

35

27

29

32

3

48

20

15

4

%

31.65

44.30

34.18

36.71

40.51

3.80

60.76

25.32

18.99

5.06

Table 4 shows the results categorized by types of school library service availability. The cases were analyzed
from their descriptions. The results suggest that school libraries can offer timely dissemination of information andsufficient collection management useful for ICT education and computer literacy instruction.
Table 4
Types of school library service availability

Discussion
ICT use situation
The comparison by grade level for each ICT use situation is shown in Table 5, with grades divided into three levels(lower, middle, and upper). Teachers constantly used ICT to display teaching materials and writings by students of all
grades. It was apparent that this method was quite widespread from the fact that the Hokkaido Board of Education
already reported the practice in 2018. As students of the lower grades with less developed technical skills were not yet
ready to engage in individual learning, investigation activities, and deepening their thinking through such activities,
they used tablet PCs mainly in discussion activities to upload their data to cloud storage and share them with eachother. Studying at home and collaborative activities were also rarely observed. For the middle grade level, utilizationof ICT in investigative activities has not yet been observed, but ICT use was found in all learning situations. Various
uses of ICT were found in the upper grade level cases, as students extended their learning activities to conducting
surveys using ICT and to searching different kinds of databases.
Table 5
A comparison by grade level for each ICT use situation
category

A1

B1

B2

B3

B4

B5

C1

C2

C3

C4

4

5

2

5

7

0

10

3

1

0

30.77

38.46

15.38

38.46

53.85

0.00

76.92

23.08

7.69

0.00

middle(n=24)

8

10

7

10

9

1

12

6

8

1

33.33

41.67

29.17

41.67

37.50

4.17

50.00

25.00

33.33

4.17

upper
(n=36)

11

16

16

13

14

1

23

11

6

3

30.56

44.44

44.44

36.11

38.89

2.78

63.89

30.56

16.67

8.33

lower
(n=13)

Viewed by subject, all cases of ICT use were in line with the examples for each category introduced by MEXT.
The recommended use of cloud computing by MEXT was also actively incorporated into the cases examined. They
showed presentation and data sharing as effective in most of the subjects and regarded such activities as the final goal.
Descriptions of these activities reported in the cases examined here suggest that ICT use remains limited to simply
improving working efficiency of learning in a class.

School library service availability
Table 6 shows the possibility of school library service availability for each case by grade level. For the lower grades,
there is a possibility to help with writing papers through preparing resources from a school library collection. As it isassumed that students of the upper grades use various information sources for their investigation activities, more
opportunities could arise for the school library to support teaching by offering appropriate information and digitized
contents.
In most cases examined in this research, teachers guided their students to a final summary presentation, whichmight lead the school library to offer adequate equipment use, assistance with application software use, and effective183

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presentation instruction. Viewed by subject, individualized learning was introduced to students at the beginning ofclasses in Japanese and arithmetic and shifted to their activities to deepen their understanding or enrich their learning.
This implies the potential for individualized support such as reference services by school library staff. In the cases
examined, the social studies and science subjects opted to conduct investigation and collect information by searching
databases. This suggests a possibility for school libraries to provide proper information evaluated by library specialists
and suitable support of instruction in use of digitized contents.
Table 6
A comparison by grade level for school library service availability

Conclusion
It turned out that no cases examined in this research considered using school libraries as educational media to promote
their teaching with ICT use. This might be due to the limitations of this research, as the cases were collected within a
restricted range. The researcher arbitrarily excluded cases done at school libraries, as she attempted to avoid cases
where teachers used a school library with a certain intention. In addition, it should be considered that effectiveness of
ICT utilization in the cases was not verified as the aim of the reports was to introduce their practical use in class.
Despite these conditions, it would be worthwhile to try to examine school libraries for practical situations with ICT
use in teaching. The researcher plans to examine the possibilities of school library utilization through proper statisticalexamination after adding more cases of ICT utilization practices and taking up cases of ICT utilization in school
libraries for teaching if any exist. These results will become helpful information to promote the new way of learningin the Reiwa era by using ICT with a school library. They can be expected to contribute to knowledge about how toengage in activities to fulfill the Team Gakkou (school as a team) system recommended by MEXT.

References
Gakkou Toshokan no Seibi Juujitsu ni kansuru Chosa Kenkyu Kyouryokusha Kaigi. (2016). Korekarano Gakkou
Toshokan no Seibi Juujitsu nituite (Report). https://www.mext.go.jp/component/b_menu/shingi/toushin/__icsFiles/afieldfile/2016/10/20/1378460_02_2.pdf.
Government of Japan, Education Policy Bureau Policy Division. (2018). 5. Develop a foundation for the
implementation of educational policies. The Third Basic Plan for the Promotion of Education.
https://www.mext.go.jp/en/policy/education/lawandplan/title01/detail01/sdetail01/1373826.html
Hokkaido Board of Education. (2018). Kyoiku no Jouhouka nikansuru Jissen Jireishu.
https://www.dokyoi.pref.hokkaido.lg.jp/fs/1/0/2/3/7/1/1/0/_/zireisyu.pdf.
Itoh, M. (2022). Educational Media in School Libraries Supporting Teaching and Learning. School LibraryComprehensive Research Institute Journal, 3, 3–18.
https://drive.google.com/file/d/1ZGO03hfM_YZpoZWpU19Lh9uo7Q10KfqF/view
Japan Association for Promotion of Educational Technology. (2022, 2023). ICT Katsuyo Jissen Jireishu. JAPET &CEC.
Ministry of Education Culture, Sports, Science and Technology. (2017). Chapter 1 General Provisions. Course of Study.
https://www.mext.go.jp/content/20201008-mxt_kyoiku02-000005241_1.pdf
Ministry of Education, Culture, Sports, Science and Technology. (2020). Kaku Kyokatou no Shidou niokeru ICT no
Koukatekina Katsuyou nitsuite. https://www.mext.go.jp/a_menu/shotou/zyouhou/mext_00915.html.
Ministry of Education Culture, Sports, Science and Technology. (2022). White Paper on Education, Culture, Sports,
Science and Technology.
https://www.mext.go.jp/b_menu/hakusho/html/hpab201801/detail/1420041_00024.htm.

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Reviving the Traditional Campus Radio in the Digital Age:
Challenges and Lessons from DYUP Sugbo
Maurice Jitty Villaester
University of the Philippines Cebu, Philippines
mmvillaester@up.edu.ph
DYUP Sugbo, the official campus radio of the University of the Philippines Cebu, has undergone operational fluctuations
in recent years due to financial difficulties and organizational disputes. Despite the rise of new media technologies, a significant
demand among students for the station’s revival persists. As a laboratory facility, DYUP Sugbo is dedicated to equipping
students with essential broadcasting skills, supporting the university's objective to be a regional leader in communication
education.
Employing stakeholder theory as a framework, this autoethnographic study involved conducting semi-structured interviews
with various stakeholders, including student volunteers who operate the radio station and the administrators overseeing its
management. Through thematic analysis of the data, the research aimed to document the resurgence of campus radio in 2023,
highlighting the pivotal role of student-broadcasters in the organization’s revival.
The findings indicate that the resurgence of the campus radio was driven largely by the students’ enthusiasm for campus
broadcasting and the university administration's directive for its revival. This study could serve as an insightful resource forother campus radios across the country, providing strategies for achieving sustainability in the face of resource constraints andthe expanding presence of online radio.

Keywords: campus journalism, campus radio, digital radio, stakeholder theory, autoethnography

Introduction
DYUP Sugbo has been at the forefront of mainstreaming campus journalism at the University of the Philippines (UP)Cebu and Cebu City, one of the largest metropolitan areas outside Manila. Even though it has been one of the major
sources of news and information inside and outside the campus, it continues to face issues regarding sustainability due
to multiple factors like the change of faculty supervisors, lack of support from the campus administration, and lack ofinterest among the UP Cebu community.
In 2023, after a years-long hiatus, efforts to revive the campus radio were successful. With the support of various
stakeholders, including students and campus administration, the campus radio was able to broadcast for four hours aday, five days a week during class hours starting the academic year 2023-2024. Manned mostly by student volunteers,
they were able to produce a daily news program, two magazine programs, one public affairs program, one programthat caters to the student organizations in UP Cebu, one program about literature and books, and one program about
technology, which was anchored by a partner student organization. Currently, listeners can tune in to the radio station
through its in-campus broadcast, live online streaming via Facebook and YouTube, and pre-recorded podcast episodes
on various platforms like Spotify and Apple Podcasts. It airs programs that are mostly produced by students of thecampus.
After one academic year of broadcasting, it is imperative to undertake a comprehensive evaluation of the campus radio
station's practices. This assessment should identify the most effective strategies implemented and recognize the various
pitfalls that need to be avoided in the future.

Review of Related Literature
Many members of campus radio stations have demonstrated that their experiences have provided them with knowledge
beyond practical tools, helping them become better people (Laor, 2019). In many countries, community radios play animportant role in the higher education system (Bôtošová et al., 2023). However, in today’s digital landscape, they must
adapt to ensure they do not fall behind (Francisco, 2022).

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Community and campus radios can be a powerful tool in facilitating development, especially in rural areas, but they
will need more resources to become sustainable to fulfill this role. In Ghana, Radio Univers, the country’s firstauthorized campus-community broadcaster, has significantly contributed to the mediascape as a source of information
and an avenue for self-expression (Odartey-Wellington et al., 2020). Using structured interviews from the M3O
community radio in South Africa, Moffat et al. (2024) found that the station's failure in various forms ofsustainability—financial, social, operational, technical, and environmental—hinders it from reaching its broadcastingmandate. It is also worth noting that other community radios have closed due to similar failures. Another study in
Malaysia highlighted the importance of management strategy in ensuring community engagement. Many citizens in
Malaysia continue to patronize religious radio stations over commercial ones because they have defined their target
audience and employed a good scheduling structure management (Abdul Wahab et al., 2023).

Research Design & Methods
To serve as a theoretical lens for this study, the researcher used stakeholder theory, which posits that organizations
aim to generate multiple benefits for different stakeholders (Mahajan et al., 2023).
To gain insights into how DYUP Sugbo operated last academic year, the researcher employed autoethnography as amethod. Autoethnography is a research method used to describe and analyze personal experiences to understandcultural phenomena (Ellis et al., 2010). Since the researcher is the current faculty supervisor of the campus radio, theyused their personal experiences and observations in managing the radio station as data for this research. Additionally,
the researcher conducted semi-structured interviews and focus group discussions with the student-broadcasters of thecampus radio. This included the incoming and outgoing station managers, assistant station managers, programming
committee heads, publicity committee heads, technical heads, secretaries, and some of the student-broadcasters.
Consent was obtained for their participation in this study.

Results and Discussion
After conducting the interviews and focus group discussions, the researcher discovered the following information:

The programming management
For the programming aspect of the radio station, some student-broadcasters believed they produced quality shows
throughout the year. There was a variety of shows, such as news programs, magazine programs, among others.
However, some student-broadcasters claimed that it was smooth sailing until the second semester. One studentbroadcaster revealed that no programming plan was turned over to guide them on what needed to be done in thesecond semester. This oversight caused some issues with the programming aspect. Since it is also a revival, they were
not able to grasp the scope of the tasks under the programming committee, which caused some of the members tofeel overwhelmed.
Like the other committees, there is also a manpower-related issue. For example, when no people are anchoring the
programs, it can cause delays with the start of the broadcast, which can also cause delays to the start of the succeeding
programs. The lack of manpower can also result in the repeated streaming of pre-recorded shows. No new episodes
were produced, which affected the overall quality of the programming.

The publicity management
In terms of publicity management for the radio station, some of the students believe they have done an exemplary job.
Some of the volunteers in the publicity committee were quick to respond when asked to complete marketing-related
tasks. They were also able to produce content consistently throughout the semester, which was helpful since they arestill introducing the radio station to the target audience. They produced various content for both offline and online
mediums like Facebook, X, and TikTok. Some of the content they posted on these social media sites went viral,
highlighting the skills and capabilities of the student volunteers to produce content that converts.
On the other hand, like the technical management of the radio station, the student-broadcasters have also faced somehurdles. For example, some students believe they should have a consistent brand persona throughout their online
presence. Some even claim they were unable to make a content calendar for the second semester. They also
encountered delays in posting time due to the lack of manpower. Even though the response time was quick, it does
not necessarily mean students will take responsibility for all tasks presented. They should also be more meticulous
about the type of content posted online. For example, some of the campaigns they initiated involved changing profile
pictures online. The publicity committee should determine which events warrant such changes. Additionally, they186

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should be consistent with their tone and voice online, deciding whether to adopt a preppy or serious persona. They
should also invest more in offline marketing efforts, such as posting publicity materials on bulletin boards, since thefocus has been primarily on online efforts.

The technical management
Overall, the student-broadcasters saw some successes during the initial run of the broadcast last year despite
encountering several issues. One of the most important milestones they achieved was the successful online streamingof the radio programs on both Facebook and YouTube. A few programs also undertook initiatives to improve thetechnical aspects of their broadcasts. For example, TekToks took the initiative to change some of their scenes in OBS,
a tool used for online streaming, to ensure they had their own identity. Despite the lack of monetary resources, thestation was able to procure equipment that helped in the initial run of the broadcast.
On the other hand, it is worth noting some of the issues they encountered. Some student-broadcasters observed thatseveral radio programs lacked the manpower to handle the technical needs of each program. Some programs struggled
to juggle the different aspects of broadcasting, such as manning the mixer and the computer to ensure the program
ran smoothly. Because of the lack of manpower, some broadcasters were unable to turn off the streaming, which led
to copyright issues on YouTube when the account was flagged on the platform. Another important issue that needs
to be addressed is the unstable internet connection, which affects the audio quality that listeners receive. The wire
management inside the booth also needs to be sorted out. The student-broadcasters had a hard time managing thedifferent equipment inside the booth because the wires hindered their movement. Storage and archiving are also issues
because the students save their episodes on the Google account assigned by the university. If the station continues to
produce more shows in the future, they should look for ways to manage their archiving system effectively.

Stakeholder theory and DYUP Sugbo
One of the main concerns that most of the committees experience is the lack of manpower to handle the various dayto-day tasks of the campus radio station. This significantly affects its operation because responsibilities are left
unattended. Therefore, efforts should be made by different stakeholders to be more open to accepting these tasks toensure the radio station's longevity.
Additionally, other stakeholders in the university, such as the campus administration and the audience, must be actively
involved in managing the campus radio. Currently, most of the people managing the campus radio are volunteers.
Involvement from the campus administration could greatly assist the members.

Conclusion
With this, it can be concluded that the revival of the DYUP Sugbo has been successful overall despite the various
struggles that various stakeholders have faced. For the next set of officers and committee heads, it is essential that they
employ better manpower management skills to ensure that the operations will continue. Various external stakeholders
like the campus administration and the audience themselves should be given an opportunity to be heard to ensure theprogress that this campus radio station will experience is holistic and sustainable.

References
Abdul Wahab, J., Ibrahim, I. S., & Abas, A. (2023). Management Strategy and Challenges for Religious
Radio Stations in Malaysia. Intellectual Discourse, 31(2). https://doi.org/10.31436/id.v31i2.1956
Bôtošová, Ľ., Brník, A., & Imrovič, M. (2023). The Role of Student Radio Stations in the Higher Education
System. Media Literacy and Academic Research, 174–188. https://doi.org/10.34135/mlar-23-01-10
Ellis, C., Adams, T. E., & Bochner, A. P. (2010). Autoethnography: An Overview. Forum Qualitative
Sozialforschung / Forum: Qualitative Social Research, Vol 12, No 1 (2011): The KWALON Experiment:
Discussions on Qualitative Data Analysis Software by Developers and Users.
https://doi.org/10.17169/FQS-12.1.1589
Francisco, A. (2022). Thriving as a hybrid medium: A philippine community radio experience. Social
Sciences, Humanities and Education Journal (SHE Journal), 3(2), 106–118.
https://doi.org/10.25273/she.v3i2.12676
Laor, T. (2019). The added value of college radio: Student self development, fulfillment, and confidence.
Higher Education, Skills and Work-Based Learning, 10(2), 339–354. https://doi.org/10.1108/HESWBL-

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07-2019-0089
Mahajan, R., Lim, W. M., Sareen, M., Kumar, S., & Panwar, R. (2023). Stakeholder theory. Journal ofBusiness Research, 166, 114104. https://doi.org/10.1016/j.jbusres.2023.114104
Moffat, B., Moffat, F., Osunkunle, O., & Mutinta, G. (2024). Exploring Sustainability Challenges That
Hinder Community Radio From Facilitating Development of Grassroots Communities. Journal of Asianand African Studies, 00219096241235304. https://doi.org/10.1177/00219096241235304
Odartey-Wellington, F., Ahmed, A. S., & Alhassan, A. (2020). Radio Univers: The Story of Ghana’s Pioneer
Campus-Community Radio Station. Journal of Radio & Audio Media, 27(2), 255–273.
https://doi.org/10.1080/19376529.2020.1732392

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The Learning Effects of On-demand Radio-based
Graphic Representation Exercises
Ken Yokomizo
Sapporo City University, Japank.yokomizo@scu.ac.jp

Abstract: This article provides an overview of the learning effects of on-demand radio-based graphic representation exercisesthat have transitioned to online platforms due to the COVID-19 pandemic. Traditional design exercises focused on theexpression and presentation of visual forms, involving the study of techniques and theories related to graphic
representation by both lecturers and learners. In contrast, this article analyzes how a learning approach starting with listening
to spoken words is reflected in the produced works and examines the impact of radio-style instruction on learners.

Keywords: Graphic Representation, Introspection, Narrative, Way of Questioning

Introduction
The act of "trying, experiencing, and understanding" (Sunaga, 2015) is a fundamental principle for discovering theessence of design. In teaching design techniques, lecturers have traditionally encouraged learners to reflect on theirown intentions by observing their expressions and questioning them individually. However, with the shift to remotelearning, learners started using the mute function for video and audio, making it difficult for lecturers to conductclasses by "observing learners trying and seeking understanding." The author felt frustrated by this "invisibility" andrealized that their previous teaching relied heavily on "seeing." As a result, the author attempted to shift from "seeing"
to "narrating and listening" by introducing an on-demand radio in the remote learning of graphic representation. The
radio-type classes (hereafter referred to as "radio") revealed a significant amount of introspective learning, wherelearners expressed their understanding through reflective questioning, compared tothe in-person classes. Upon observing this change, the author realized their desire for students to confront themselvesand designed the classes with that intention. This paper analyzes how this "learning through listening" attitude
manifests in the produced works and examines the impact of radio-type classes on learners.

Overview of the Class
The class under study focuses on learning graphic representation and graphic techniques for conveying ideas. It was
originally conducted the in-person for second-year students at Hachinohe Institute of Technology in 2019. In 20202021, it was transitioned to remote learning and conducted on-demand for second-year students at Sapporo City
University. In both the in-person and remote settings, the lecturer provided mini assignments that could be completed
within the class time. The mini assignments in the in-person classes involved learners sharing their drawings with eachother to reflect on their expression techniques. In the remote format, the assignments were redesigned to allow learners
to independently engage in drawing and introspection through the listening of radio broadcasts. In the in-personclasses, learners performed exercises by hand-drawing their solutions on dedicated assignment sheets. In contrast, inthe remote format, the author recorded their own practical exercises as radio broadcasts and simultaneously shared
the process through blog posts. Learners listened to the radio broadcasts to grasp the key points of the assignments
and worked on their own hand-drawn graphic representations in grid notebooks while referring to the blog as
supplementary material.

The Reason Why Conduct Graphic Representation Classes in radio
The in-person type of learning formed through mutual attention between the lecturer and learners, or among learners
themselves, in trying to understand the intention of expression (Saeki, 1995). When the author first started working
on the online format for design exercises, the question of how to create this environment of mutual attention becamea design issue. The elements of this problem include the lack of physical presence due to remote participation and theinvisibility of behavior caused by muting. However, both issues were caused by my own consciousness of "trying tosee and understand" things or my inclination to seek responses from students. Therefore, based on the idea of "not189

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trying to see," the author attempted to create an on-demand radio for graphic representation exercises by taking on
the role of a learner and sharing insights and wisdom gained through introspection with the learners.

Understanding and Conveying Perception Through Graphic Representation
Harada (2010) explains that graphic representation involves using pictures and words to understand and convey one's
perception of the world. This method is a technique for confronting the "unknown world." Harada suggests thatlearners should introspect during these exercises, questioning how they perceive, experience, feel, and derive meaning.
When designers engage with diverse communities, they often face behaviors or intentions they cannot fully understand,prompting them to ask, "What is the world I am confronting?" Educational philosopher Yano emphasizes theimportance of this self-reflective question, linking it to the broader inquiry of "Who am I?" and "What is this world?"
Based on these ideas, the author defines their inquiry in the class as questioning "what is the 'world' I am confronting"and "who am I" through graphic representation. The study compares and analyzes the graphic representations in thein-person classes, which focus on visual observation, with those in online radio classes, which emphasize listening. It
examines the differences in thinking processes during expression and introspection in these different settings.

Methods
Analysis of the Impact of Radio-Type Classes on Learners
In this chapter, the impact of radio classes on learners' learning experiences is examined through a comparative analysisof the mini assignment works conducted in both the in-person and the radio. The analysis uses works from the"introspection exercise" as the sample. The introspection exercise is an exercise task that involves selecting one's
favorite item and reflecting on why one feels attached to it, aiming to understand the relationship between oneself andthe social and living world through objects.
Left side of Figure 1 is a visual example of the lecturer's (author's) favorite forestry jacket, which was used for
introspection. In the in-person classes, the lecturer's work was projected to explain how to approach the assignment.
On the other hand, on the radio, the lecturer consciously narrated and conveyed to each learner (listener) "Why is theforestry jacket good and what makes it special?" Some excerpts from the radio broadcast are presented below:"The theme of this exercise is 'What is my uniqueness?' First, choose one of your favorite clothes or something you
feel attached to. Once you've chosen, let's start drawing and describing why that piece of clothing is important to you.
(Omitted) For me, I conducted a design class where I tried forestry in the mountains of Hachinohe. It was during thattime that I discovered this jacket at a shop in Hachinohe that sells forestry equipment. When I encountered this jacket,
I thought to myself, 'Hmm, it feels like it represents me.' (Omitted) What I liked the most was the fabric. It's warm
and windproof, but it's thin and lightweight with a single material. So, I can quickly put it on and move freely. I thoughtthat by wearing this garment, I could express my mobility..."After listening to the narrative of the lecturer's artwork (Left-side of Figure 1), the learners engaged in introspective
exercises. The center of Figure 1 represents artwork from the in-person classes. In this case, the learner selected herfavorite duffle coat. The artwork depicts the coat on the left side of the page, highlighting its features such as shortlength, buffalo buttons, and cozy pockets. On the right side, she describes how her mother bought it for her when she
was in the sixth grade of elementary school, and how she can still wear it thanks to its medium size. She also mentions
the soft material and how the hood creates a cute indentation on the top of her head. Although this artwork vividly
portrays the factors of attachment, it lacks reflective descriptions regarding her personal qualities. In the in-personclasses, artworks that reflected introspective descriptions of the significance and meaning attributed to the chosen
object (such as memories or functionality) were highly regarded. On the other hand, the right-side of Figure 1
represents artwork by the listener of the radio. This artwork introspectively illustrates why they came to like Sarada
Kinenbi (a tanka poetry collection by Machi Tawara). The heading reads, "When we first met, I wondered, is this what
I love?" indicating the learner's introspective inquiry. The artwork portrays a glass cup filled with "ordinary everyday
life," pouring in the feelings of "nostalgia and brightness." As a result, her daily life transforms into a pure and sparkling
flavor. Through writing tanka poems by Machi Tawara, her perception of everyday life has changed. The artwork
visualizes this transformation process. The learner attempts to express her own uniqueness by illustrating theexperience of changing their perception through graphic representation. The key point of introspective exercises is not
merely to depict the reasons for attachment but to depict the process of introspective questioning. The lecturer (author)
highly evaluated this artwork after realizing their intention of designing a learning program that encourages learners toface themselves through assignments.

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Figure 1

Differences in Graphic Representations by the lecturer, the in-person student, and the online student|the lecturer’s work||the in-person student’s work||the on-line student’s work}

Analysis of learning methods of radio
The author conducted a survey to assess how students learned and understood the design exercises (miniassignments) in radio during the course. The author distributed radio episodes for 12 weeks (excluding three critiquesessions). The survey was conducted twice, in the academic years 2020 and 2021(radio classes, both), and received
responses from 100 participants selected from all students who attended the course for two years.
Among the 100 respondents, the breakdown of responses to question 1, 'Did you understand the meaning andeffectiveness of diagramming through this course?' was as follows: 46 respondents answered 'I understood it very well,'
53 respondents answered 'I understood it to some extent,' 1 respondent answered 'I did not understand it very well,'and 0 respondents answered 'I did not understand it at all.' It was revealed that 99 out of 100 respondents, or 99%, hada certain level of understanding regarding the learning experience of the radio."
After analyzing the responses of 100 participants, the learning styles of Radio lessons were categorized into thefollowing four styles [see Table 1]: Among the four learning styles, Styles 1 and 4 can be characterized as learning
focused on listening. Therefore, 64% of the students in total learned graphic representations using the method oflearning while listening.
Table 1
Four types of learning styles in radio-style classes
No.

Learning Style

Content

Ratio

1

Multi-tasking Style

Listening to the radio while doing other tasks, taking breaks in time and place,browsing the Tumblr site, and then engaging in assignments.

58%

2

Traditional Class Style

Sitting in front of the computer like other online classes, listening to the radio,browsing the Tumblr site, and working on assignments.

29%

3Preview Style

Checking the content of the assignments by viewing the Tumblr site first,
listening to the radio, confirming the content again on the Tumblr site, and thenworking on assignments.

7%

4

Intensive Listening Style

Listening attentively to the radio without moving, then browsing the Tumblr sitewhile working on assignments.

6%

Discussion and Conclusion
Among the 12 the in-person class learners, 11 (91%) depicted the characteristics of their outerwear, such as coats orjackets, that they were wearing that day. It is presumed that these 11 learners mistook the imitation of the provided
example lecturer's artwork in Figure 1 (on the left side) as the objective of the assignment. On the other hand, amongthe 155 radio learners, only 39 participants depicted outerwear. Although some of them may not have been influenced
by the lecturer's artwork, the remaining 106 learners (68%) started the assignment by searching for their favorite itemwith their own inquiries.
Through the comparative analysis of the two assignments, it was found that experiential learning in face-to-face classes
and radio-based classes involve different thought processes. In the in-person classes, the lecturer (author) first reviewed
the example artwork with the learners. The learners stereotypically recognized the information arrangement of images■3
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and text based on the example. They then confirmed the intended design of the information arrangement while
listening to the lecturer's explanation. Using this design confirmation as a basis, they replaced the provided information
with their own and reflected on the relationship with their beloved object through a procedural process (check theupper part of Figure 2). On the other hand, in the radio-based classes, the lecturer prompted the learners to listen to
the lecturer's own experiences through verbal expressions. This led the learners to pose their own questions and engage
in introspection. They then recalled their own experiences through introspection and expressed the physical andemotional meanings related to the events they were connected to by layering sketches in their notes. Attempting to
express themselves using metaphors deepened their introspection, and physical and emotional memories that had notbeen recalled before surfaced. By repeating this cycle, they became able to express complex and composite information
metaphorically and poetically (check the lower part of Figure 2). The representation of the "cup filled with ordinary
everyday life" is an example of the aforementioned metaphorical expression (check the left-side of Figure 2) .
Figure 2
The difference between learning from fixed "Stereotype" and learning from "Narrative"

As described above, radio proved to be a suitable medium for introspection, but it was effective to direct the learners'
learning interest towards the second-person "way of questioning" by narrating and listening to how the presented"form" was generated. As a result, the learners did not simply listen to how to express themselves and try to do thesame. The lecturer used expressions to disclose their way of life and narrate. In response, the learners might havethought, "What kind of life do you lead?" In other words, the expressive activity started by questioning one's own way
of life. To put it another way, the important aspect of introspective exercises was to depict "how they questioned their
way of life." The author realized that they were designing the class with the intention of "wanting the learners to facethemselves" through the process of analyzing the works.
Citations and References.
Saeki,Y. (1995). The Meaning of "Learning" (Children and Education). Iwanami Publishing.
Sunaga, T. (2015). Prospects for design studies from the perspective of art design. Measurement and Control, 54(7),462-469.
Suzuki, K., Ichikawa, N., & Nemoto, A. (2016). Instructional design toolbox 101. Kitadera Shobo, pp.
72-73.
Harada, Y. (2010). Drill for Improving Graphic Skills That Will Definitely Be Useful in Design Work. Works
Corporation.
Yano.S, Konoike, T. (2016). Animal Language: Beyond Primitive Violence. Hatotori Shoten.
Yokomizo.K. (2020). Proposal for rambling design movement. Journal of the Japan Society for Design Studies, Special
Issue on Design Studies, 27(2), 30.
Yokomizo.K(2020-2023), Radio Contents Resource, https://soundcloud.com/user-631243681 Yokomizo.K(2023),
Web-site for radio class, https://mizoradio23.tumblr.com

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Relationships Between Psychological Traits
on Study Habits Through a Learning App
Hisaya Sudo
The United Graduate School of Education, Tokyo Gakugei University, Japansudoh6381@gmail.com
Yoko Noborimoto
Graduate School of Teacher Education, Tokyo Gakugei University, Japan
noborimt@u-gakugei.ac.jp
Jun Takahashi
Faculty of Education, Tokyo Gakugei University, Japan
jun@takalab.jp
Study habits are important predictor of academic performance. Identifying psychological traits that form the foundation of
study habits is important for providing effective learning support. This study investigates the association between learning
logs related to study habits collected by the memory retention application Monoxer and psychological traits. A total of 36
physical therapy students participated in this study. In preparation for an academic test, assignments were delivered throughMonoxer. The completion rates of these assignments (CRA) were collected as data reflecting study habits. Additionally,
psychological traits were measured using the Japanese Short Grit Scale (Grit-S) and a Japanese version of the Rosenberg
Self-Esteem Scale (RSES). Logistic regression analysis was employed to examine the relationship between CRA as theoutcome variable and Grit-S and RSES as predictor variables. The analysis results indicate a positive correlation between
grit and study habits, whereas self-esteem has a negative influence.

Keywords: Learning App, Physical Therapy Education, Psychological Traits, Study Habits

Introduction
Study habits are potential predictors of academic performance in higher education (Nonis & Hudson, 2010;
Stinebrickner & Stinebrickner, 2004). Developing positive study habits is not only important for academic success but
also plays a vital role in future careers. While examining the relationship between emotional intelligence and study
habits among students of health sciences, Iqbal et al. (2022) concluded that dimensions such as self-awareness andself-motivation are positively correlated with study habits. Although identifying psychological factors that foster study
habits is important to provide effective learning support, little research has been conducted on how these habits canbe developed. This study focuses on two psychological traits, namely grit, developed by Duckworth et al. (2007), andself-esteem, proposed by Rosenberg (1965). It also investigates the relationship between these psychological attributes
and study habits using logs from a learning app for Japanese physical therapy students. This research makes a significant
contribution to the existing literature as no other studies have yet attempted to visualize study habits through learning
logs or examined their relationship with the psychological traits in higher education.

Methods
Participants

A total of 36 third-year students (19 males and 17 females, aged 21.2 ±0.5 years) from a four-year physical therapy
college in Japan participated in this study. The participants received a detailed explanation of the research and signed
a consent form in accordance with the ethical principles of the Declaration of Helsinki.

Procedure
Assessment of Psychological Traits
At the end of November 2023, the participants completed the Japanese version of the Short Grit Scale (Grit-S)
developed by Nishikawa et al. (2015) and the Japanese version of the Rosenberg Self-Esteem Scale (RSES) developedby Mimura & Griffiths (2007) to evaluate psychological traits. Grit, defined as perseverance and passion for achieving
long-term goals (Duckworth et al., 2007), is positively correlated with academic performance (Duckworth & Quinn,

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2009; Lam et al., 2022; Wolters & Hussain, 2015) and is composed of two primary dimensions: consistency of interest
and perseverance of effort. Consistency of interest involves sustaining one's interests over an extended period despite
encountering setbacks and failures. Perseverance of effort refers to the ability to continue working hard and maintaineffort toward challenges (Duckworth et al., 2007). Self-esteem is an individual’s overall positive or negative attitude
toward themselves (Rosenberg, 1965) and is associated with academic performance (Baumeister et al., 2003; Lane &Kyprianou, 2004).
Learning App
The participants used Monoxer, a memory retention application developed by Monoxer Inc., that employs artificial
intelligence (AI) to adjust the difficulty level of quizzes and the daily learning amount based on each student's learning
history, optimizing memory retention. The quizzes are created by teachers, while the AI customizes them to better suitthe learning progress of each student. Learners can access Monoxer on smartphones or tablets (see Figure 1). Monoxer
also features a study-planning function that automatically designs and delivers daily assignments, thereby facilitating
efficient memorization over a specified period. The completion rates of assignments (CRA) were recorded as a learning
log reflecting study habits. The CRA represents the daily assignment achievement rate. For example, if a student
completes the assignments of a 10-day study plan over ten consecutive days, the CRA will be 1.0. If the tasks arecompleted over only five days out of the ten days, the CRA will be 0.5. The CRA does not increase unless the day's
assignments are completed. While study habits can be defined both quantitatively and qualitatively, this study assessed
them quantitatively using the CRA.
Assignment Distribution and Collection of Learning Logs
In early December 2023, self-study assignments for an academic test scheduled for mid-January 2024 were distributed
over four periods via Monoxer, and the average CRA was collected during each period (corresponding to one week).
Figure 2 illustrates the flowchart for assignment distribution and collection of learning logs. The academic test
comprised 100 multiple-choice questions aligned with the National Physical Therapy Examination on topics such as
anatomy, cerebrovascular disorders, orthopedic diseases, and biomechanics.

Statistical Analysis

A logistic regression analysis using the forced entry method was employed with CRA categorized as "Having Study
Habit (HSH)" (CRA ≥ 0.1) and "Not Having Study Habit (NHSH)" (CRA < 0.1) as the dependent variable. Grit-S
and RSES were used as independent variables. Statistical analysis was performed using the statistical software EZR,
with the significance level set at less than 5%.

Results
Table 1 presents the mean and standard deviation of the CRA for each period. Table 2 presents the baselinecharacteristics of participants in the HSH and NHSH groups. Table 3 presents the results of the logistic regression
analysis. The fit of the regression equation was significant (p = .019), indicating that Grit-S was positively associatedwith study habits, whereas RSES was negatively associated with them. The VIFs of the two independent variables were
below 5.0, indicating a low multicollinearity.
Figure 1
Monoxer app’s screen

Figure 2
Assignment distribution and collection of learning logs

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Table 1
Completion Rates of Assignments (CRA) by Periods
M

SD

1

2

3

4

1. CRA (period 1)

0.409

0.419

――

2. CRA (period 2)

0.373

0.435

.84

*

3. CRA (period 3)

0.345

0.461

.85

*

.81

*

4. CRA (period 4)

0.353

0.471

.84

*

.84

*

.98

*

5. CRA (all periods)

0.370

0.431

.95

*

.92

*

.87

*

5

――
――
――
.86

――

*

*p<.001
Table 2
Baseline Characteristics of the HSH and NHSH Groups
HSH Group (N=17)

NHSH Group (N=19)

P value

0.762 (0.309)
8 (47)
21.1 (0.3)
2.7 (0.5)

0.030 (0.039)
10 (53)21.3 (0.6)
2.9 (0.4).44.4427.7 (5.8)
15.1 (2.8)
12.3 (3.2)
21.4 (5.3)

24.8 (6.0)
14.6 (3.9)
10.5 (3.2)
23.7 (5.1)

.16
.69
.10
.20

CRA (SD)
Females (%)
Age (SD)
Cumulative GPA (SD)
Grit-S
Total (SD)
Perseverance of Effort (SD)Consistency of Interests (SD)
RSES (SD)

Abbreviations: HSH = Having Study Habits; NHSH = Not Having Study Habits; CRA = Completion Rates of Assignments; Grit-S = Japaneseversion of Short Grit Scale; RSES = Japanese version of Rosenberg Self-Esteem Scale.

Table 3Results of the Logistic Regression Analysis
Independent Variables

Odds Ratio (OR)

95% Confidence Interval (CI)P value

VIF

1.020 - 1.400
0.686 - 0.982

0.027
0.031

1.532
1.532

Grit-S (total)
1.200
RSES
0.821
Analysis of Deviance: p = 0.019

Discussion and Conclusion
This study aimed to clarify the relationship between study habits through the memory retention app, Monoxer, andpsychological traits such as grit and self-esteem. Using logistic regression analysis, with CRA as the dependent variable
representing study habits, the results indicated that grit was significantly positively associated with study habits, whereas
low self-esteem was negatively associated with them.
Several studies have reported a positive relationship between grit and academic performance (Duckworth & Quinn,
2009; Wolters & Hussain, 2015); however, to the best of our knowledge, there are no studies that visualize study habits
through learning logs and examine their relationship with grit in higher education. Wolters & Hussain (2015)
investigated the relationship between the Short Grit Scale, students' Self-Regulated Learning, and academic outcomes.
They reported a significant association between grit and procrastination, indicating that students with low grit tend todelay necessary tasks or decisions. Although the present study design does not permit definitive conclusions, study
habits may mediate the relationship between grit and academic performance. Future research should examine thishypothesis through mediation analysis.

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These results indicated a negative correlation between self-esteem and study habits. Research shows that self-esteem
is negatively related to procrastination and positively related to academic success (Hajloo, 2014; Lane & Kyprianou,
2004); however, some reports suggest that higher self-esteem does not necessarily lead to better academic performance(Baumeister et al., 2003; Pullmann & Allik, 2008). For instance, overestimating one's abilities can result in insufficient
efforts to address and improve personal shortcomings and challenges (Golke et al., 2022). Unlike grit, in a few cases,
interventions aimed at enhancing students' self-esteem may have an unintended negative impact on their study habits.
This study revealed the relationship between learning logs related to study habits through a learning app andpsychological traits such as grit and self-esteem in Japanese physical therapy students. The findings suggest thatinterventions that enhance grit can be effective in developing study habits, whereas those focused on improving selfesteem may be unproductive. The novelty of this study is its objective measurement of study habits through learning
logs that capture these habits based on students’ behavioral history. The research findings presented herein are likely
to provide a deeper understanding of the importance of cultivating study habits in higher education for meaningful
outcomes. This study’s limitations are as follows. First, learning behaviors were not measured through methods otherthan the learning application. Second, study habits were evaluated only in quantitative dimensions. Therefore, future
research should address these issues.

References
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Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and passion for long-termgoals. Journal of Personality and Social Psychology, 92(6), 1087–1101.
Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the short grit scale (grit-s). Journal of Personality
Assessment, 91(2), 166–174.
Golke, S., Steininger, T., & Wittwer, J. (2022). What Makes Learners Overestimate Their Text Comprehension? The
Impact of Learner Characteristics on Judgment Bias. Educational Psychology Review, 34(4), 2405–2450.
Hajloo, N. (2014). Relationships between self-efficacy, self-esteem and procrastination in undergraduate psychology
students. Iranian Journal of Psychiatry and Behavioral Sciences, 8(3), 42–49.
Iqbal, J., Asghar, M. Z., Ashraf, M. A., & Yi, X. (2022). The impacts of emotional intelligence on students’ study habitsin blended learning environments: The mediating role of cognitive engagement during COVID-19. Behavioral
Sciences, 12(1), 14.
Lam, K. K. L., & Zhou, M. (2022). Grit and academic achievement: A comparative cross-cultural meta-analysis. Journalof Educational Psychology, 114(3), 597–621.
Lane, J., Lane, A., & Kyprianou, A. (2004). Self-efficacy, self-esteem and their impact on academic performance. Social
Behavior and Personality, 32, 247–256.
Mimura, C., & Griffiths, P. (2007). A Japanese version of the Rosenberg Self-Esteem Scale: translation and equivalence
assessment. Journal of Psychosomatic Research, 62(5), 589–594.
Nishikawa, K., Okugami, S., & Amemiya, T. (2015). Development of the Japanese Short Grit Scale (Grit-S). The Japanese
Journal of Personality, 24(2), 167–169.
Nonis, S. A., & Hudson, G. I. (2010). Performance of College Students: Impact of Study Time and Study Habits.
Journal of Education for Business, 85(4), 229–238.
Pullmann, H., & Allik, J. (2008). Relations of academic and general self-esteem to school achievement. Personality andIndividual Differences, 45(6), 559–564.
Rosenberg, M. (1965). Society and the adolescent self-image. Princeton University Press.
Stinebrickner, R., & Stinebrickner, T. R. (2004). Time-use and college outcomes. Journal of Econometrics, 121(1), 243–
269.
Wolters, C. A., & Hussain, M. (2015). Investigating grit and its relations with college students’ self-regulated learningand academic achievement. Metacognition Learning. 10, 293–311.

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Comparison of EEG Activity According to Self-directed Learning
Quotient and GPA in Online LearningSon, Hwajung
Keimyung University, Republic of Korea
joy@kmu.ac.kr
Choi, Myoungsook
Keimyung University, Republic of Korea
choims@kmu.ac.kr
The purpose of this study is to explore the effect of learners' characteristics on EEG activity in an online learning
environment by comparing learners' frontal brain wave activity according to Self-directed Learning Quotient (LQ) and
Grade Point Average (GPA) in online learning. The measured EEG activity was compared by dividing the learner's LQ
and GPA data into two upper and lower groups, respectively. The research results are as follows. First, learners with high
LQ and GPA were activated at a higher level of beta and gamma waves than other EEG in online learning. On the other
hand, learners with low LQ and GPA found that theta and alpha waves were activated at a higher level than other EEG
in online learning. Second, in online learning, it was confirmed that beta and gamma waves are activated at a higher level
in learners with high LQ than learners with high GPA. Through this study, it was found that in an online learning
environment, more effective learning occurred when the level of LQ was higher than learners with high GPA.

Keywords: EEG, Online Learning, Self-directed Learning Quotient, GPA

Introduction
Self-directed learning is an important characteristic required by modern society and refers to the ability to learn on
one's own by selecting the knowledge, skills, and information necessary to live in a rapidly changing era. With the
publication of a book called Self-Directed Learning by Knowles (1975), the theoretical foundation for self-directed
learning was systematically established. Knowles (1975) defined a series of processes as self-directed learning, in whichlearners take the initiative, diagnose learning needs, set learning goals, secure human and material resources necessary
for learning, and self-assess the learning outcomes they have achieved using efficient learning strategies.
As such, self-directed learning has been reported to have an important effect on improving learning outcomes by
equipping learners with the ability to control their own learning environment (Yang, M. H., & Whang, J. K., 2002;
Zimmerman & Martines-Pons, 1990). In particular, in online classes, it is confirmed that the level of self-directed
learning of learners directly affects class satisfaction and academic achievement (Park, M. J., 2021). Until now, theimportance of self-directed learning of learners in online learning has been emphasized by several researchers (Bae, Y.
J., 2015; Choi, Y. S., & Son, E. Y., 2017; Park, H. G., & Yang, A. K., 2015).
Unlike traditional classroom instruction, online learning has loose control of instructors during class. Among them,classes using online content, not real-time video classes, are learned by video recorded by the instructor, so directintervention of the instructor during class is impossible. For this reason, learning outcomes may appear differently
depending on the learner's responsibility and will (Seo, Y. K., Ko, M. H., Kim, S. Y., & Jeon, B. H., 2020).
Recently, the Korean Ministry of Education analyzed the experiences and perceptions of online learning in elementaryand secondary schools. According to the study, 68.4% of teachers and 62.8% of parents said that the online classes
conducted in full after COVID-19 have changed the level difference between students (Gye, B. k. et al., 2020). 64.92%
of teachers answered that the reason for the widening learning gap in online learning is the "Difference in Self-directed
Learning Ability" (Kim, H. S. et al., 2021).
Meanwhile, studies were conducted to examine the brain's action involved in self-directed learning with EEG activity.
As a result of the study, it was found that the higher the level of self-directed learning, the higher the beta wave andgamma wave of the frontal lobe were activated at a higher level than other brain waves. In particular, it was confirmedthat gamma waves were activated higher than beta waves when integration between information processing wasachieved during high-level cognitive activities (Cho, H. W., 2019). It was confirmed that the theta wave and alpha wave
were deactivated as depression and negative cognition, which are characteristics of students with low level of selfdirected learning, increased (Shim, H. S., & Lim, H. K., 2008).
Brain waves are classified into delta wave (0-4Hz), theta wave (4-8Hz), alpha wave (8-13Hz), beta wave (13-25Hz),
gamma wave (25-50Hz) (Ramada, Refat, Elshahed, & Ali, 2015; Yoon, J. S., 1999). Theta wave is a neural correlationof learning and is associated with the basis of learning and memory (Eun, H. J., 2019). Theta wave is closely related tomemory and information processing speed, and beta wave is related to concentration. Gamma wave is activated duringhigh-dimensional cognitive activity.
This study aims to explore the difference in EEG activity of the frontal lobe according to LQ and GPA by measuring
the EEG of learners in online learning. In this study, it is expected that by grasping learners' perceptions as neurological
data based on learners' EEG, existing researchers will be able to more objectively grasp the results of confirming
learners' characteristics in online learning. The research problems are as follows.
First, what is the result of EEG frequency analysis according to the learner's LQ and GPA levels in online learning?

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Second, what is the result of comparing the simple scatterplot of learners' LQ, GPA, and EEG activity in online
learning?

Research Design & Methods
Research Design and Procedures. This study was approved by the Institutional Review Board (IRB). After that, thecontents of this study were announced and participants were recruited. The subjects of the study were 24 students
enrolled in K University. In order to control the characteristics that affect brainwave activity, 24 students without ahistory of right-handed grip and brain-related history were finally selected among the students who voluntarily applied
for research participation.
Before the study, this study method was guided in detail to all subjects at the orientation. The subjects listened to the
explanation and agreed to the final consent to participate in the experiment and to provide personal information. An
online questionnaire test was conducted to confirm the subject's LQ, and the subject's GPA score for the semester
was collected. And the EEG measurement laboratory environment was constructed according to IRB approval andfinally checked.
Brainwave measurement experimental research process. Experimental research was conducted on an individual
reservation basis. In this experiment, the cerebral frontal EEG activity was measured while the subject was learning
online learning contents. EEG measurement tool used MUSE 2 (InteraXon, Canada). This device is a portable wirelessdevice and is easy to wear, but it brings research results similar to expensive EEG measurement equipment. Before
the experiment, the subject wore an EEG measurement device and checked in a connected app whether the EEG
measurement electrode was well positioned in the '10-20 International Electrode Arrangement Method'. Throughpreliminary practice, the EEG device and the main experiment were familiarized.
The online learning contents used in this experimental study were abbreviated some of the contents of the online
liberal arts classes jointly used by the University Remote Education Support Center, and the class video edited andproduced to suit this study was used. This video, which consists of 4 minutes and 30 seconds, was verified for content
validity with the advice of 4 educational engineering experts, and was produced with the advice of 6 video production
experts.
Data processing and analysis method. First, EEG data were collected as data of 256 Hz and stored in the main
computer through Fast Fourier Transform (FFT). FFT is a process of normalizing EEG signals recorded in the time
domain to be converted into the frequency domain for analysis. EEG data were converted to absolute values between
0 and 1. In order to compare the activities of the left and right prefrontal integrated EEG (theta wave, alpha wave,
beta wave, gamma wave) of the study subjects, the sum values of the left prefrontal (AF7) and right prefrontal (A87)
EEG data were used in this study.
Second, the LQ and GPA data of the study subjects collected in this study were analyzed with descriptive statistics
using the SPSS/WIN 27.0 program. LQ and GPA were divided into high and low groups, respectively, based on the
median. Descriptive statistics and simple Scatter Plots were checked to compare EEG activities in online learning
according to LQ and GPA.

Results
1. Results of EEG frequency analysis according to LQ and GPA

As a result of comparing EEG activities in online learning, learners in the group with high LQ were activated slightly
lower in the theta wave and alpha wave compared to the group with low LQ, and beta wave and gamma wave showedslightly higher activity. Compared to the group with low GPA, learners in the group with high GPA were activatedslightly lower in the theta wave and alpha wave, and beta wave and gamma wave showed slightly higher activity.
In other words, the learners with high LQ and GPA exhibit relatively higher activation of beta and gamma waves
during online learning, whereas learners with lower LQ and GPA show relatively higher activation of theta and alphawaves.
Table 1Results of EEG frequency analysis according to LQ and GPA
Theta wave

Alpha wave

Beta wave

Gamma wave

n

M

SD

M

SD

M

SD

M

SD

High

12

1.041

0.274

1.162

0.219

0.849

0.402

0.540

0.681

Low

12

1.122

0.317

1.188

0.273

0.762

0.560

0.210

0.657

High

12

1.039

0.299

1.148

0.255

0.816

0.512

0.393

0.540

Low

12

1.124

0.294

1.202

0.237

0.795

0.466

0.358

0.814

Category

LQ

GPA

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Theta wave

Alpha wave

Beta wave

Gamma wave

n

M

SD

M

SD

M

SD

M

SD

24

1.081

0.293

1.175

0.242

0.806

0.479

0.375

0.676

CategoryTotal

2. Comparison of simple scatterplot of LQ and GPA and EEG activity

The learners in the group with high LQ were found to have a more positive correlation between the beta wave andthe gamma wave in online learning compared to theta wave and the alpha wave. Theta wave and the alpha wave tended
to have a very slight increase in the simple scatterplot, but maintained almost a certain level. On the other hand, thelearners in the group with low LQ had a very slight increase in the simple scatterplot of theta wave, alpha wave, beta
wave, and gamma wave in the frontal lobe.
The learners in the group with high GPA showed a positive correlation in which all the simple scatterplot trend linesof the theta wave, alpha wave, beta wave, and gamma wave in online learning increased. In other words, the higher the
GPA, the more the learner's frontal brain waves (theta wave, alpha wave, beta wave, and gamma wave) tended to be
gradually activated in online learning. However, the learners in the group with low GPA were found to have a negative
correlation in which most of the simple scatterplot of the frontal brain waves decreased slightly.

Figure 1
Comparison of simple scatterplot of LQ and GPA and EEG activity
CategoryTheta wave

Alpha wave

Beta wave

Gamma wave

LQ

GPA

Discussion
Based on the results, the results of comparing learners' EEG activities according to LQ and GPA in online learning
are as follows. First, in online learning, learners in the group with high LQ and GPA had relatively high activation ofbeta waves and gamma waves. According to previous studies, the higher the level of self-directed learning, the higher
the beta wave and gamma wave of the frontal lobe were activated at a higher level than other brain waves (Cho, H.
W., 2019). Beta waves indicate an active brain function associated with concentration, (Lee, S. A., 2021), and gamma
waves are the result indicating that learners are actively performing cognitive tasks (Jang, S. O., & Yi, S. G., 2009). In
other words, it was found that learners with high self-directed learning index and high credits showed that brain waves
that actively perform cognitive tasks were activated by exerting concentration in online learning.
Second, the simple scatterplot between LQ and EEG activity showed a slightly different pattern from the learner's
GPA. In the group with high LQ, the simple scatterplot trend line of the beta wave and gamma wave increased, andtheta wave and alpha wave showed a very small positive correlation while maintaining a constant low level. The
constant low level of theta wave when the beta wave and gamma wave increase is a phenomenon that occurs duringcognitive activity for accepting external information and memory, which can be interpreted as a high level of cognitive
information processing (Lee, S. A., 2021). On the other hand, the results of the simple scatterplot according to thelearner's GPA in online learning are as follows. The group with high GPA showed positive correlation in the simple
scatterplot of the theta wave, alpha wave, beta wave, and gamma wave. The simultaneous activation of theta wave andgamma wave can be inferred that cognitive action of the brain is taking place in a tense state, and it can be interpreted
as a result of activation of the core language center of the frontal lobe while learning visual and short-term memory(Kim, Y. H. et al., 2000). In other words, it was possible to infer that learners with high LQ have a high degree of
cognitive information processing in a state of exerting concentration in online learning. In contrast, learners with high
GPA were able to infer that brain cognitive action occurs in a tense state in which the language center of the frontal
lobe is activated during online learning.

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Conclusion
In summary, both learners with high LQ and those with high GPA showed brainwave activation that promotes learningin an online environment, but it was found that learners with high LQ showed concentration in online learning rather
than those with high GPA, resulting in a high degree of cognitive process. On the other hand, learners with a high
GPA were able to confirm that brain cognitive action occurred by activating the language center in a tense state.
For efficient online learning, it is necessary to create a self-directed learning climate in which learners actively participate
in classes through systematic online class design. In addition, it is necessary to regularly check the learner's level of selfdirected learning and further strengthen the instructor's ability to guide students so that the learner's self-directed
learning ability can be gradually improved.
This study compared learners' frontal EEG activities according to LQ and GPA and examined the effect of learners'
characteristics on EEG activities in an online learning environment through neurological research. Considering thatmost of the studies confirming the learning effect in existing online classes were correlation studies through self-reportquestionnaires or perception surveys, this study is meaningful in that it explored learners' learning process in a morescientific way that guarantees objectivity and reliability by collecting EEG data, which is a precise bio signal.

References
Bae, Y. J. (2010). A qualitative study on self-directed learning in cyber space. The Journal of Curriculum Studies, 28(2), 205223.
Cho, H. W. (2019). The relationship between EEG and self-directed learning among adolescents. [Unpulished doctoral
dissertation]. University of Hanyang, Seoul.
Choi, Y. S., & Son, E. Y. (2017). Exploring a practical direction through understanding the meaning of self-directed
learning. The Journal of Learner-Centered Curriculum and Instruction, 17(23), 355-374.
Eun, H. J. (2019). Basics of electroencephalography for neuropsychiatrist. Journal of the Korean Neuropsychiatric Association,
58(2), 76-104.
Gye, B. k., Kim, H. S., Lee, Y. S., Kim, S. W., Song, J. E., & Baek, S. Y. (2020). Analysis of remote education experiences andperceptions in elementary and secondary schools according to COVID-19. Daegu: Korea Education and ResearchInformation Service
Jang, S. O., & Yi, S. G. (2009). Front-productive EEG-neurofedback training and a study on brain function andintelligence development in infants. Journal of Korea Academia-Industrial Cooperation Society. 10(6), 1317-1328.
Kim, H. S., Kim, H. J., Kim, J. S., Kim, S. J., Kim, J. H., Kim, H. Y., Kim, Y. K., & Jeon, J. H. (2021). A study on the
direction of curriculum operation to improve the quality of remote classes. Sejong: Ministry of Education.
Kim, Y. H., Kim, S. Y., Lee, J. C., Kim, H. I., Hong, I. G., Parrish, T. B., Seo, J. H., & Kim, H. K. (2000). Brain neuralnetworks and fragmentation by types of speech stimulation: A study on functional brain magnetic resonanceimaging. Journal of Korean Academy of Rehabilitation Medicine, 24(3), 594-602.
Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. New York: Association Press.
Lee, S. A. (2021). Analysis of learners’ cognitive learning activities using brain waves. [Unpulished doctoral dissertation].
University of Chungbuk National, Cheongju.
Park, H. G., & Yang, A. K. (2015). The effect of internal attribution, intrinsic motivation, learning effort on selfdirected learning mediated by Emotion regulation. The Journal of Creativity Education, 15(1), 49-66.
Park, M. J. (2021). Exploring the predictability of self-directed learning, quality of Instruction, and learning flow for
the learning outcomes of online courses. CNU Journal of Educational Studies, 42(1), 135-162.
Ramadan, R. A., Refat, S., Elshahed, M. A., & Ali, R. A. (2015). Basics of brain computer interface. In A. E. Hassanien& A. T. Azar. (Eds.), Brain-computer interfaces: Current trends and applications (pp. 31-50). Cham, Switzerland: Springer
International Publishing AG.
Seo, Y. K., Ko, M. H, Kim, S. Y., & Jeon, B. H. (2020). A study on the learner’s satisfaction of untact online classes incollege. Journal of the Korea Society of Digital Industry and Information Management, 16(3), 83-94.
Shim, H. S., & Lim, H. K. (2008). The relationship of psychological preference and EEG belong to learned
helplessness. Korean journal of youth studies, 15(7), 299-318.
Yang, M. H., & Whang, J. K. (2002). A study on the conceptualization of self-regulated learning using LISREL. Korean
Journal of Educational Psychology, 16(2), 259-290.
Yoon, J. S. (1999). Introduction to electroencephalography. Seoul: Korean medical.
Zimmerman, B. J., & Martinez-Pons. M. (1990). Student differences in self-regulated learning: Relating grade, sex, andgiftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51-59.

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Design and Construction of the Virtual Assistant Tool
for Self-Directed Learning with ADHD Traits
Tomomi Takabayashi
Cyber University, Japan
tomomi.takabayashi@cyber-u.ac.jp
This study explores the development of a virtual assistant tool aimed at supporting self-directed learning for individuals
with ADHD traits. It builds on previous research and the author's experiences, focusing on a web application designed toaddress the specific needs of learners with neurodiversity. The study utilizes the Trait-Treatment-Task Interaction (TTTI)
theory and a general model of self-directed learning to analyze the required support at each learning stage. Results indicatethat specific functionalities, such as media accommodation, self-monitoring, and motivation maintenance, are essential. The
study suggests that technology might significantly support learners with ADHD and other Neurodiverse traits byproviding tailored support, though further prototype testing and implementation evaluation are necessary.

Keywords: Educational Design Research, Learning Support, Neurodiversity, Self-Directed Learning,
Web-Application Development

Introduction
In this age of generative AI and other advanced technologies that have become so accessible, people may not haveto continue to suffer from their difficulties any longer. Or at least, students with learning difficulties can now rely ontechnology rather than trying to do everything in their own brains. Dale & Grut (2015) found by observing wholefamilies that technology support is effective in the daily lives of those with ADHD, or neurodiversity traits, while
noting the cost and malfunctioning issues. As they point out, the problems of daily life can be solved by technology,
even if they are advanced actions involving metacognition, such as autonomous learning. Moreover, since nowadays
Neurodiversity personnel are considered to create an inclusive and emergent society, increasing attention is being
paid to brain characteristics such as ADHD, so there is an urgent need to develop technology specifically designed tosupport learners with such characteristics. This study is a "performative" attempt to explore the design framework of
a new web application from previous research and the author's experience as an initial step in Educational Design
Research (McKenney & Reeves, 2018).

Research Design & Methods
Trait-Treatment-Task Interaction (TTTI), a classic theory in educational technology and educational psychology, and
the General model of autonomous learning by Takabayashi (2020, Figure 1). The traditional theory is still valid for
discussions of contemporary diversities such as ADHD and the need for support tailored to the characteristics that
underlie this study. The new theory of self-directed learning, on the other hand, is a model of the ideal process oflearning, derived from multidisciplinary research, and because it is a simple model, it is easy to apply to individual
cases. In order to design appropriate treatment according to TTTI for the case of ADHD, which is the case of somepeople including the author himself, we will analyze the support needed in each stage of the general model of selfdirected Learning.
Figure 1
General Model for Self-Directed Learning (Originally from Takabayashi 2020, Refined and Translated by the author)

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In a recent study, Vouglanis and Driga (2023) found that in the special context of COVID-19, ADHD and theprominent characteristic of uneven concentration were barriers to ADHD students' attempts to self-study using
online resources from home. This study categorizes these difficulties according to the General Model and organizes
the necessary features for a web application-based support tool. The reference for this analysis is the case study ofsurvival skills for adult ADHD by Safren et al. (2017) and Solant (2011) and the author's own experience with
ADHD characteristics.

Results
The three stages of Takabayashi's (2020) SDL general model are divided into six components. Among these, threeelements, one from each step, were identified as possible troubles with the ADHD trait. Each of these difficulties
and the functions of possible support tools are shown in Table 1. Following the table, Figure 2 shows a simplified
view of the design when executed on a web application screen on a smartphone.
Table 1Features of the support system web application by Self-Directed Learning StepsSDL step

Possible trouble with treat

Treatment by the Virtual AssistantAccess[Media Accommodation]
One might have narrower range of available
media source so they cannot reach the media-Easy access link to the reliable source-Attention getting navigator to online /physical resources

Acquire[Self-monitoring]
One might not sure what and how deep theyleaned because of the easily distracted trait
and/or hyper concentration- Visualize spent learning efforts- Send reminder for the learning goal

Continue[Habituation]
One might easily lose the continuing
motivation but distracted by other attentions-Send routine reminder with daily changes-Daily attention getter e.g.) icon variation-Own motivative motive for assistantcharacters

Figure 2
Image of the Virtual Learning Assistant tool on smartphones

Discussion and Conclusion
Based on the concept that technology can enable support tailored to traits, this study organized the necessary
learning support tool web application functionality into the steps of the General Model of Self-Directed Learning.
Based on this skeleton design, a prototype trial and actual implementation evaluation is needed.
The web application that this study will attempt to design, and construct might initially provide only partial support
for some of the learners in Neurodiversity. However, the difficulties shown in Table 1 might apply to large numbersof people, with or without ADHD characteristics, strong or weak. This indicates that this specific analysis could help
more learners, and that the General Model of SDL could be brushed up.

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References
Dale, O. & Grut, L.(2015). Mainstream ICT can support children and adolescents with ADHD and/or autism intheir everyday activities, Studies in Health Technology and Informatics, 217, 679–684.
McKenney, S., & Reeves, T. (2018). Conducting educational design research. Routledge.
Safren, S. A., Sprich, S. E., Perlman, C. A., & Otto, M. W. (2017). Mastering your adult ADHD: A cognitive-behavioral
treatment program, therapist guide. Oxford university press.
Solanto, M. V. (2011). Cognitive-behavioral therapy for adult ADHD: Targeting executive dysfunction. Guilford Press.
Takabayashi, T. (2020). Learning as communication: Development and validation of the Self-Directed Learning model. [in Japanese].
Kazama shobo.
Vouglanis, T. & Driga A.(2023), Educating students with Attention Deficit Hyperactivity Disorder (ADHD) throughICT during the COVID-19 pandemic, TechHub Journal, 6, 40-51.

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Designing a College Entry Course Relying on Students’ Autonomy
to Nurture their Autonomy
Katsuaki Suzuki
katsusuzu@musashio-u.ac.jp
Professor
Center for the Development of Enhanced Learning
Musashino University
Tokyo, Japan

Abstract
Transformation of in-coming students at an earlier stage of university education
is expected to nurture students’ autonomy. This paper describes the design of an online
course in a middle-range large university with a mixture of 93 students from various colleges,
relying on students’ autonomy to nurture their autonomy. The course consisted of 7 100minute sessions in 7 weeks after summer break. Each session required a pre-session reportby reading a specified chapter of the textbook and preparing answers to the chapter exercises.
Each session had a routine of instructor comments to post-session reflection reports and shortlecture on related topics, then groups discussions about pre-session reports. The other 12
chapters in the textbook were set as optional tasks that the students may or may not work on,
but encouraged to try out. Overall number of optional tasks submitted within the 7 weeks
was 136, 33 students submitted at least one, with an average submission of 4.12, whereas
other 60 students did not submit any optional reports. The balance between making tasks
mandate and making tasks optional to nurture autonomy is discussed.
Key words: Instructional Design, College Entry Course, Student Autonomy, Optional Tasks

INTRODUCTION
Transformation of in-coming students at an earlier stage of university education is expected tonurture students’ autonomy. Efforts have been made to facilitate transformation of high school students ofyesteryear to college students today and beyond. Such efforts include a textbook for the first-year college
students, to acquire useful skills of learning how to learn, and learning how to learn together (Suzuki &Mima, 2018). On the other hand, some arguments have been made that colleges have been changed to ahigh school like style of education, with too many helps and requirements so that the students are nothaving enough chance to grow to be independent. It is always a good idea to provide opportunities to help
the incoming students to be autonomous, to get ready for the learning environments with fewer help andguidance. It would be a different story, however, if such help became mandatory by letting the students
follow the only pre-determined pathway, to provide less opportunity to think for themselves, to act by
their preferences, and to learn from making and fixing mistakes.
This paper reports the design and outcomes of an online course in a middle-range large university
with a mixture of students from various colleges, relying on students’ autonomy to nurture theirautonomy. To nurture autonomy, the students should be given enough opportunity to decide their learning
path. On the other hand, each course has its learning objectives set to contribute within the curriculum.
Thus, the students may not have a full control of the coursework; there should be a middle ground so thatthe attainment of learning objectives can be facilitated, and that the student’s autonomy would be
nurtured at the same time.

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COURSE DESIGN TO RELY ON STUDENTS’ AUTONOMY
The course consisted of 7 100-minute sessions in 7 weeks after summer break. It was one of therequired courses that students read the syllabus to select in advance which class to register. It is one of therequired courses to pursue the same learning objectives, but each class instructor was expected to extend
the core based on his/her specialty areas. Thus, class selection may lead to a wide variety of study
contents, using different textbooks, as well as different learning styles specified by instructors.
In this particular class, each session required a pre-session report: Reading a specified chapter of the
textbook (Suzuki & Mima, 2018) and preparing answers to the chapter exercises online before attending asession. Chapter 1 was assigned to the first session, then students voted on which chapters to read forsessions 2-7, out of the 19 chapters of the textbook. The other 12 chapters in the textbook were set as
optional tasks that the students may or may not work on, but encouraged to try out. After the vote in thefirst session, each selected chapter was assigned to sessions 2-7. At the same time, 12 discussion boards
were created for the remaining 12 chapters, so that interested students can post their reports at any time toany chapters of their choice. Submitting these additional reports were left optional, but it was announced
that submissions would earn “some extra points.”
Not only the 7 pre-session reports were required, 7 post-session reports were also required in thiscourse. Post-session reports asked the students to reflect on what they learned in each session. In addition,
the final reflection report was required to state what were the 3 best things each student learned in thiscourse, and why they think the selected best 3 were important. Therefore, it was clearly stated in thesyllabus that a total of 7 post-session reports, as well as the final reflection report, were required to passthis course. Also stated was the quality of all reports, as well as submission of optional report, would earn“some extra points.” It was not stated, however, how much extra points were given, because it was thefirst year for the instructor, thus wished to reserve some flexibility, not to produce too many dropouts.
Each session had a routine of the instructor comments to post-session reflection reports of theprevious session, excluding the first session, with a short lecture on related topics, then groups
discussions about pre-session reports. Only those who prepared the pre-session reports were regarded as
eligible for participating the group discussion: those who did not were excluded from the groupwork, but
spent the time for reading and working on the chapter exercise. This was to encourage the students tosubmit the pre-session reports so that they also could engage in the groupwork.

RESULTS
Numbers of submissions of post-session report for each of the 19 chapters are described in Figure 1.
After studying Chapter 1: Prepare your environment, the other 6 chapters voted to study in the sessions 27 were as follows: Chapter 2: Grasp your learning style, Chapter 9: Manage your time, Chapter 10:
Become stronger for failure, Chapter 11: Enhance your motivation to learn, Chapter 14: Adapt for205

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learning tasks, and Chapter 15: Making learning more practical, accordingly. Those chapters obtained
submissions by most of the 93 registered students: from 92 (99.0%) for Chapter 1 to 74 (80.0%) for
Chapter 15. The rest of the 19 chapters that were treated optional, thus obtained significantly lesssubmissions: from 26 (28.0%) for Chapter 3, to 2 (2.2%) for Chapters 18 and 19.

Figure 1: Report submission by chapters

Numbers of submissions of post-session reports by each of the registered students are summarized in
Figure 2. The blue solid bars represent reports for sessions 1-7, whereas the red dotted bars represent
optional reports for the other 12 chapters. A total number of optional reports submitted within the 7 weeks
was 136. Thirty-three students (35.5%) submitted at least one optional report, with an average of 4.12
(SD=3.40) (among those submitted), whereas other 60 students did not submit any optional reports.

Required
Optional

Figure 2: Chapter report submission by students (in ascending order)

DISCUSSION
The results of this first attempt to rely on students’ autonomy shows that more than 80% of thestudents followed the direction required to earn a credit, whereas it was about 30% of students who tried
optional reports to widen their learning opportunity by themselves. Seven students (7.5%) submitted
reports for 14 or more chapters, doubling their effort from what was required just to pass the course. By

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relying on the students’ autonomy, more students did not show their autonomy beyond what was required.
On the other hand, it was functioned as an opportunity to show autonomy for fewer numbers of students.
There were many factors that may have affected these results. The course was required for graduation,
but there was a selection opportunity on student side to choose among multiple classes listed, by
examining and comparing syllabi. If the course contents fit with students’ interest, then it would havebeen more motivational for additional learning. However, some students, who were interested in learning
more chapters, may have not selected to work on and/or submit optional reports, due to heavy study loadfrom their other courses. Having the textbook at hand, some may have thought that additional work canbe done even after the 7 weeks were over, during breaks, or in the future.
Another factor may have been the clarity of evaluation scheme for the optional reports. It was statedthat submission of optional report would earn “some extra points,” but how much extra points would begiven was not made clear in the syllabus. If it were stated in the syllabus that meeting the minimum
requirement to pass this course means to earn the passing score of 60, then stronger motive may havebeen felt, because many students may want to get a higher score than 60 to keep the grade point average
higher. Although high quality reports would get “some extra points,” some more students may haveselected to work on some more optional reports as an “insurance.” This may be considered a reaction toexternal control, which may not be regarded genuine autonomy, but a part of self-regulated learning ofcorrectly grasp the course requirement and act accordingly to be a successful learner in a given condition.
To nurture students’ autonomy, it is necessary to include options of student behaviors. Without such
student-initiated behavioral options and their consequences, students would have no room but justfollowing what was required to pass the course. From the writer perspective of the textbook, it is always
our wish that more students read more chapters, as all chapters are included because of their importance.
If all students are exposed to all chapters, it would be the happiest situation, but it may be too much to ask
within the 7 weeks in this situation. The balance between making tasks mandate and making tasks
optional to nurture autonomy is not an easy design decision. Some more elements of mandate and/or“invitation” will be designed for the next year, so that more students elect to read more chapters without
feeling too much burden, just to fulfil the course requirements.

NOTE
This research has been supported by JSPS Grants-in-Aid for Scientific Research Kiban (B),
JP22H01048. An earlier version of this paper was presented in Japanese at the Annual Conference ofJapan Society for Educational Technology 2024 Spring, at Kumamoto University, Japan.

REFERENCES
Suzuki, K., & Mima, N. (2018) Design your own Learning to Become “an Adult”: A New Book forCollege Students to Master Instructional Design．A paper presented at ICOME2018, Chunbuk
National University, South Korea.

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Changes in Professor Trust, Class Engagement, Learning
Motivation in Team Project Classes
JeongHee Lyu
Chonnam National University, Republic of Korea
teodosia@jnu.ac.kr
Suna Oh
Gwangju University, Republic of Korea
Ohsuna@gwangju.ac.kr
Abstract This study examined the changes in professor trust, class engagement, and learning motivation of college students
who participated in a team-based project learning (TBPL) course in a university liberal arts class. The study was conductedin a semester-long TBPL class for 26 students in a liberal arts course at a four-year university. The study analyzed how
students' trust in professors, class engagement, and learning motivation were affected through team-based individual project
learning. The findings are as follows First, there was a significant improvement in students' trust in the professor through
TBPL, and the difference was statistically significant. Second, students' engagement in the classroom was enhanced through
TBPL, as they expressed their opinions, participated in class activities, extended class activities, and were more enthusiastic
about the class. Third, except for relevance, students' motivation to learn, attention, confidence, and satisfaction increased in
TBPL classes, and the differences were statistically significant.

Keywords: Class Engagement, Learning Motivation, Professor Trust, TBPLIntroduction
In recent years, universities have focused on developing learners' ability to communicate with others, solve problems,
and work responsibly in various life situations after graduation, rather than acquiring more knowledge and information
to keep up with the rapidly changing society. As a result, learner-centered education is emphasized, where learners
become the agents of their own education and actively participate in learning, rather than classroom lectures that onesidedly impart knowledge to learners. Learner-centered learning methods that are widely utilized in universities include
problem-based learning, team-based learning, flipped learning, project-based learning, habruta, and capstone. Teambased project learning in this study is learning that occurs when members of a learning team collaborate with eachother to accomplish a practical task within a limited time frame (Lee, 2013). Team-based project learning is a processof active knowledge formation through reflective reflection and inquiry where members take the lead in the learning
process.
Jang (2020) implemented TBL in a liberal arts course called Encountering Literature and Video for 15 weeks andexamined problem-solving skills, cooperative adjustment, and sharing spirit, and found that problem-solving skills andsharing spirit increased after the TBL class. Sunyoung Jang (2021) analyzed the reflective journals and interviews ofstudents who participated in team-based learning in a liberal arts department. Students reported that team-basedlearning was a positive experience that increased their intellectual interest, the value of applying knowledge, theimportance of teamwork, and improved their proactive attitude and self-confidence. A review of the literature on theeffectiveness of team-based learning revealed that effectiveness can be divided into academic, affective, and behavioral
outcomes. Academic TBL is recognized as an educational method that engages individual learners in learning even inlarge classroom situations while enhancing learners' competencies required by the times (Ha, Chaeyeon, & Lee,
Sooyoung, 2014).
In addition, the variable of interest in this study is professor trust. professor trust is an emotional connection withstudents and an attitude of caring, understanding, and concern, and higher levels of faculty trust have been shown toincrease learning motivation and student academic satisfaction, improve grades, and positively affect major satisfaction
and persistence. In other words, the sense of connection and intimacy between professor and students has a meaningful
impact on college students' social adjustment. University is a place where professors and students interact in academics
based on mutual trust, and mutual trust is essential. The degree of intimacy that college students feel toward theirinstructors can play a positive role during college life when they are adapting to the social environment of college andlearning knowledge skills and attitudes for entering the workforce.
Therefore, the purpose of this study was to design and apply a liberal arts course centered on team-based project
learning for solving practical problems and to check the changes in professor trust, class participation, and learning
motivation.

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The following research questions were set for the purpose of this study.
First, does TBPL change students' trust in their professors?
Second, does TBPL affect students' class participation?
Third, does TBPL affect students' motivation to learn?

Research Methods
Research subjects

The participants in this study were students in a liberal arts course at a four-year private university in City G in thesecond semester of 2023. The course was designed to develop students' study skills and had 26 students, 18 males and8 females. They had never taken a team-based project class in college before. Of the 26 students, 24 of them
participated in the project-based team-based learning, except for two who did not participate in the class from the
beginning, and the data in this study are from 20 students who were matched in all pre- and post-test data. Afterenrolling in the course, they were given an orientation on the teaching methods and assessment methods. The final
analysis included 13 male and 7 female students, with the largest number of sophomores (10), followed by 7 freshmen
and 3 juniors. The majors of the students were humanities and social sciences and engineering and nature, with 6
students each, 5 students in culture and industry, and 3 students in arts and culture.

TBPL Process

The self-study consulting liberal arts class in the second semester of the 2022 academic year was designed and operated
as follows. The specific class operation is as shown in <Table 1>. he participants in this study were students in a liberalarts course at a four-year private university in City G in the second semester of 2023
Table 1TBPL-based coursework
Class Sessions
Weeks 1 – 4Lesson content
Pair work during lecture class, TBL lesson guides

Week 5 (TBPL 1)

Team building (determine team name, roles, ground roles, share with class)

Week 6 (TBPL 2)

Goal setting (individual and team work and sharing)

Week 7 (TBPL 3)

Creating portfolio titles, individual and team work and sharing, global sharing

Week 8Midterm (Formative Instructional Consultation Survey)

Week 9-10

Time Management (PBL) (individual and team work and sharing, reflective journal)

Week 11 (TBPL 5)

Attention (PBL) (individual and team work and sharing, reflection journals)

Week 12 (TBPL 6)

Reading and Writing (PBL) (individual and team work and sharing, reflection journals)

Week 13 (TBPL 7)

Giving Effective Presentations (PBL) (individual and team work and sharing, reflection
journal)Week 14

Portfolio Presentation and Assessment Round 1 (self-assessment, peer assessment)

Week 15
Final Assignment

Portfolio Presentation and Assessment Round 2 (self-assessment, peer assessment)
Final Exam

Measurement tools
Professors trust scale To measure faculty trust, we utilized Park's (2009) Faculty Trust Scale. In this instrument, thefaculty trust construct consists of four sub-factors (rapport, professionalism, teaching ability, and leadership) and is a
27-item 5-point Likert scale. The Cronbach's alpha for this instrument was .921 pre-test and .861 post-test.
Class participation scale To measure class participation, we used the 'Learner's Class Participation Measurement
Tool' developed and validated by Cha, Min-Jung et al. This scale is composed of five factors: class preparation (2items), class activity (4 items), class extension (3 items), expression (4 items), and class enthusiasm (2 items). The
scale's internal consistency was .912 pre-test and .858 post-test.
Learning motivation scale To measure motivation to learn, we used the ARCS instrument created by Keller andadapted by Lee et al. The scale is a 5-point Likert scale with a total of 20 items, including attention (4 items),

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relevance (5 items), confidence (6 items), and satisfaction (5 items). Intrarater agreement was .953 pre- and .927 posttest.

Analysis Methods

A paired sample t-test was conducted to analyze the difference between pre- and post-class trust, class participation,and learning motivation.

Results
The study examined changes in professor trust, class participation, and learning motivation from pre- to post-TBPL.
Here are some of the findings
Table 2
Professor trust before and after TBPL activities

Factors

M±SD

t

p

4.70±.37-3.526*.002

4.42±.48

4.70±.37-2.923*.009

teaching ability

4.58±.46

4.85±.31-2.491*.022

Leadership

4.15±.67

4.62±.46-3.329*

.004

Total

4.01±.41

4.72±.31-7.428*

.000

pre

post

Rapport4.38±.43

Expertisep <.05*To examine the difference in professor trust before and after the TBPL activity, we conducted a paired samples t-test
and found that post-test scores were significantly higher than pre-test scores for all of the professor trust subfactors:
rapport, expertise, teaching ability, and leadership.
Table 3
Class participation before and after TBPL activities

factors

M±SD

t

p

pre

post

Class expressing

2.67±.77

3.20±.54-2.268*.035

class activity

3.93±.81

3.96±.80

-.206

.839

class extending

2.68±.78

3.16±.52-2.271*.035

class preparation

2.65±.96

3.07±.63-1.548.138

class enthusiasm

3.92±.71

4.25±.80-2.557*

.019

total

3.17±.62

3.53±.46-2.681*.015

p <.05*210

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To examine the difference in classroom engagement before and after the TBPL activity, a paired samples t-test was
conducted, and the post-test scores were significantly higher than the pre-test scores for the sub-factors of classroom
engagement: expressing, extending, and enthusiasm.

Table4
Learning motivation before and after TBPL activities

factors

M±SD

t

p

4.46±.43-3.216*.005

3.89±.66

4.16±.49-1.927.069

confidence

3.69±.88

4.05±.51-2.115*.048

satisfaction

3.88±.82

4.47±.59-3.364*

.003

total

3.87±.72

4.23±.44-2.661*

.015

pre

post

attention

4.03±..77

relevancep <.05*To examine the difference in motivation before and after the TBPL activity, we conducted a paired samples t-test
and found that the post-test scores were significantly higher than the pre-test scores for the motivation subfactors ofattention, confidence, and satisfaction.

Discussion
This study confirmed that the implementation of TBPL had a positive effect on college students' trust in theirprofessors and their engagement and motivation in class. These results suggest the necessity of implementing learneroriented instructional practices such as TBPL to improve college students' class participation and motivation.

References
Ha Che-yeon & Soo-Young Lee(2014). The Effects of Team Based Learning Model in the Elementary Science
Classroom on Academic Achievement and Emotional Intelligence. Journal of Korean Association for Educational
Information and Media, 20(1), 1-26.
Jang, Seon-young(2021). Learning Experience of Undergraduate Students Through Team-based Learning. －Focusing
on M University. Korean Journal of General Education, 15(2), 257-272.
Jeong Dukhyun(2020). A Study on Team-Based Learning (TBL) Using Historical Background Films. The Korean Society of
Culture and Convergence, 42(4), 415-445.
Lee, Young-Mi(2013). An investigation of the factors affection in the team based project learning in engineeringcollege. Journal of Learner-Centered curriculum and Instruction, 13(6), 351~375.

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Challenges for New Tutors in Writing Center:
Focus on Initial Training Period
Mayuno KUBO
Kwansei Gakuin University, Japan
mayuno.kubo@kwansei.ac.jp

Yuki FUKUYAMA
Kwansei Gakuin University, Japanfukuyama@kwansei.ac.jp

Tone KASAI
Kwansei Gakuin University, Japan
tone.kasai@kwansei.ac.jp

Kanna HIDA
Kwansei Gakuin University, Japanhidakanna@kwansei.ac.jp

Keita NISHIGUCHI
Kwansei Gakuin University, Japannishiguchik@kwansei.ac.jp

In this paper, we focus on the problem diagnosis, one of the tutoring skills that we aim to develop intraining new tutors and analyze specifically the challenges that new tutors at the Writing Center face during
the initial training period. Tutor training is important in the operation of Writing Centers. Among thetraining programs, few studies focused on the initial training period. Thus, in this paper, we analyzed what
problems new tutors face in the early stages of their employment. The data analyzed are the records ofthe initial training from April 2023 to May 2024. The analysis results identified that the problems many
new tutors face in problem diagnosis are “Insufficient information gathering” and “Inability to identify
the issues.”

Keywords: Writing Center, Tutor, Initial Training, Problem Diagnosis

Introduction
In this paper, we analyze the challenges that new tutors face with problem diagnosis during their initial training period
at the Writing Center.
Writing Centers are being established in colleges to help students develop their writing skills as part of academic
support. Writing Center operations often rely heavily on research and practices from American writing education.
However, directly applying practices grounded in American academic culture to other countries’ contexts is usuallychallenging, as it fails to account for the linguistic and cultural nuances specific to each region, and there is an increasing
demand for international research on writing center practices (Santa, 2009).
In the operation of the Writing Center, training tutors who support students is important, and a various training
programs are provided, including initial and ongoing training. In addition, when undergraduate or graduate students
are employed as tutors, it is common for tutors to go through an initial training period before they become
independent, which means that the tutor can handle sessions on his/her own. Initial training should provide tutors
with sufficient expertise to effectively work with a broad range of students in a variety of writing situations: discussionof academic writing conventions and strategies for working with discipline-specific papers and genres; activities to help
tutors respond appropriately to student diversity; and discussion of interpersonal skills, such as body language andstrategies to begin a session (Boehm, 2009).
In Japan, some research has been conducted on the training and development of Writing Center tutors. Ota et al.
(2012) and Nakatake (2017) studied on the development of tutors during their employment period. Among studies
focusing on the initial training period, Ota et al. (2013) analyzed what new tutors are aware of during their training,based on worksheets completed by new tutors. However, research focusing on the initial training period has often
concerned the development and awareness of the new tutors, and the challenges that new tutors face during the initialtraining period have yet to be adequately discussed. Thus, the authors are conducting a study to identify new tutors’
challenges during the initial training period to design effective tutor training methods. In a previous study, an analysisof challenges faced by new tutors in an exploratory approach revealed that “problem diagnosis and goal setting” and“use of tools and notes” were identified as two common problems faced by many new tutors (Fukuyama et al., 2024).
Problem diagnosis is an activity in which, at the beginning of the session, the tutor reads an essay brought by thestudent and locates problems (Sadoshima et al., 2014). Tutors will use the results of this problem diagnosis to set goals
and proceed with the session. Therefore, new tutors need to be able to conduct problem diagnosis properly to become212

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independent. Thus, in this paper, we analyze the problems faced by new tutors in the Writing Center, focusing on
problem diagnosis among the tutoring skills that we aim to develop in the initial training.

Research Design & Methods
The subjects of this study are 13 of the 15 new tutors employed from April 2023 to April 2024 at Writing Center ofKwansei Gakuin University, who received initial training and progressed to “role-playing training” and “on-the-job
training”, for which training observation records remained. All new tutors during the study period were master’s anddoctoral students. The training process for new tutors after they have employed is as follows. First, new tutors attend
a classroom-style tutorial to learn about the philosophy and practice of the Writing Center. Then they observe twosessions of experienced tutors. After observation, they go through several “role-play training” in which they simulate
mock sessions with the experienced tutor playing the role of a user. On successful completion of the “role-playtraining”, the tutors then undergo several “on-the-job trainings” in which they conduct sessions with real users, withthe support of their experienced tutors. Depending on how well the training is going, additional “problem diagnosis
and goal setting” training may be offered during the “role-play training” and “on-the-job training.” In “role-playtraining” and “on-the-job training,” experienced tutors and staff provide feedback and reflection after each training
session, using a sheet known as an “observation sheet” to record practice that new tutors lead.
The data collected in this study were these “observation sheets” and the “training progress records” that the Writing
Center staffs recorded after each training. The data collection period was from April 2023 through May 2024 and 195“observation sheets” and 88 “training progress records” were collected. By analyzing the challenges of new tutors
noted in these two types of training records, we examine the challenges that new tutors in the Writing Center face
regarding problem diagnosis.
The steps of the analysis are as follows. The first author coded for the statements in the “observation sheets” and“training progress records” regarding problem diagnosis. Then, the authors compared the relationships between thecodes and generated categories. The categories are denoted by【 】and the codes by [ ] below.

Results and Discussion
As a result of the analysis, five codes and three categories were generated for the challenges of problem diagnosis(Table 1). We found that there are three challenges for new tutors during problem diagnosis: 【Insufficient information
gathering 】 , 【 Inability to identify the issues 】 , and 【 Reading strategy 】 . Of these, 【 Insufficient information
gathering】and【Inability to identify the issues】 were considered more common challenges for new tutors, as morethan 11 out of 13 new tutors were pointed out. Thus, in this paper, we analyze and discuss【Insufficient information
gathering 】 and 【 Inability to identify the issues 】 . The discussion will be based on specific descriptions in the“observation sheets” and “training progress records”.
Table 1Results of the analysis on the challenges in the problem diagnosis
Categories

Number of tutors
in the categories (N13)

Codes

Number of tutors
in the codes (N13)【Insufficient information gathering】

11[checking information on essays]

11【Inability to identify the issues】

12[Failure to recognize problems of the essay]

12[Failure to recognize the students’ issues]

7[Not taking sufficient time to read]2[Taking too much time to read]

5【Reading Strategy】

5【Insufficient information gathering】【Insufficient information gathering】is caused by the lack of [checking information on essays]. 11 new tutors havebeen noted. [Checking information on essays] relates specifically to the failure to ascertain and confirm the situationand the characteristics of the essay brought in at the beginning of the session where problem diagnosis taking place.

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The essays students bring to the Writing Center are characterized by the class’s discipline, the lecture’s content, thepurpose of the assignment, the evaluation criteria, etc. It is important to check information about the essays when
conducting problem diagnosis at the beginning of the session, as the situation will dictate the session’s goals.

According to the specific descriptions in the “observation sheets” and the “training progress records,” we propose thefollowing three factors can be considered as causes of 【 Insufficient information gathering 】 for new tutors: an
excessive focus on the text, less assumption that there are various types of essays, and less recognition that sessions
vary in content depending on the characteristics of the essay and the student’s situation.
The first factor is that new tutors are only focused on the text. The essays that students bring to the Writing Centerare composed of many factors: the writer, the faculty member who gave the assignment, the content of the class, andthe requirements of the assignment. In problem diagnosis, tutors must consider the totality of these aspects as they
explore the issues that will be addressed during the session. However, new tutors are likely to concentrate on reading
the text in front of them and searching for problems in the text rather than on the various elements that comprise theessay.
The second factor is that new tutors may not have the assumption that there are various types of essays. Essays varyin format and content depending on what the faculty member require of the students and what they want to assess(Naruse, 2020). Some essays are simply a summary of the class content or a summary of the research, and do notnecessarily require the student to formulate a question and cite evidence to make an argument. New tutors, however,
have limited exposure to such various patterns of essays. In addition, during initial training, argument-type essays areoften used as samples in anticipation of the graduation thesis support. Hence, new tutors are likely to perceive
argumentative essays as a template for essays. Thus, the new tutors seem unaware of the need to check general
information of an essay because of their limited experience and knowledge of the types or characteristics of essays.
The third factor is that new tutors may not recognize that the content of the session depends on the characteristics ofthe essays and the student’s situation. As mentioned above, the support provided during the session differs dependingon the characteristics of the essay. In addition to that, the content covered in the session will also vary depending on
the submission date. For example, if an essay is due in two weeks, we often provide fundamental support from theoutline of the overall structure and logic, because the student has time on revisions. However, if the submission dateis tonight, the tutor will also offer advice on how to write a better essay next time, as drastic changes cannot be made.
New tutors are thus unaware that the content covered in a session depends on several factors. New tutors are thus
unaware that the content covered in a session depends on several factors. Therefore, they could have forgotten to
check information about the characteristics of the essay and the student’s situation.

【Inability to identify the issues】【Inability to identify the issues】caused [Failure to recognize problems of the essay] and [Failure to recognize thestudents’ issues]. 12 new tutors have been noted.
[Failure to recognize problems of the essay] is a point about missing essential issues in the text or focusing only on
specific issues and overlooking others. New tutors can notice mistakes in the formal aspects that are obvious at firstglance, such as incorrect citations. Yet they tended to miss pointing out the thematic or overall structural problems.
[Failure to recognize the students’ issues] is the challenge of failing to recognize the students’ fundamental problems
that lead to errors in writing. Since the goal of the Writing Center’s assistance is “to produce better writers, not better
writing” sessions that only make corrections are inadequate. Therefore, tutors must be aware of the fundamental issues
that students don’t know or understand during problem diagnosis. New tutors are often unaware of the problems in
the knowledge and ability of the students as writers.
Of the challenges related to 【Inability to identify the issues】for new tutors, [Failure to recognize problems of theessay] was often pointed out in their first role-playing training. This challenge results from new tutors in the early stagesof training not yet capable of organizing the kinds, locations, and severity of the issues. Although since improvementin this challenge is seen as the training progresses, this leads to the assumption that the additional training that iscurrently provided and the session support materials for the tutors are working effectively. Conversely, [Failure torecognize the student’ issues] was not always solved during the training, and the trainers’ comments only encouraged
further awareness. This challenge could be due to two things: an excessive focus on the text, and unawareness of
empathizing with students.

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As mentioned in [Insufficient information gathering] above, an excessive focus on the text is a challenge caused by the
new tutors’ concentration on reading the text in front of them and searching for problems in the text. New tutors
could be considered less conscious of the writer’s own abilities and knowledge that caused the errors. New tutors keep
in mind the concept of “to produce better writers, not better writing,” which was taught on the first day of training.
However, they may have become more concerned with how to improve the essay itself, than with the student’s
development in the long term, when they do the mock session or actual sessions.
The second factor is the unawareness of empathizing with students. All the tutors in this study are graduate students,
who have knowledge and experience in academic writing to some extent. Also, tutors are used to the academic
communication in graduate school that they have with other researchers and graduate students. While students as
users, lack such knowledge and experience. In Japan, most of the writings in primary and secondary education were
impression essays and short essays for entrance exams (Kasuga et al., 2021), and several students are required to write
their first argument-based essay on objective facts and data when they first enter college. Even in this situation, newtutors may communicate in an academically to students as well, without considering the knowledge and abilities ofstudents who are beginners.

Conclusion
In this paper, we analyze the problems that new tutors face with problem diagnosis during their initial training period
at the Writing Center. As a result of the analysis, we found three challenges: 【Insufficient information gathering】,【Inability to identify the problem】, and【Reading strategy】. Especially, [Insufficient information gathering] and[Identification of problems] appeared as challenges that many new tutors had to deal with. Factors leading to【Insufficient information gathering】included excessive focus on the text, limited experience and knowledge of thetypes of essay, lower concern about the flexibility of the session. 【Inability to identify the problem】could result froman excessive focus on the text and unawareness of empathizing with students, while the effectiveness of the training
programs and materials currently being used was also implied. In this analysis, excessive focus on the text was acommon factor in 【Insufficient information gathering】and 【Inability to identify the problem】that many new tutors
were noted. In tutoring, the goal is “to produce better writers, not better writing” Therefore, tutors need to provide
support, like scaffolding, to compensate for the knowledge and abilities that the student lacks. However, new tutors
seemed to focus only on looking for problems in the writing, not on the factors composing the essay or the writer’s
issues. Accordingly, in the initial stages of employment, it is necessary to devise methods to help tutors become awareof the various elements that constitute an essay and the writer’s issues during problem diagnosis.
In this study, we only analyzed the challenges related to problem diagnosis and discussed the factors that contributeto these challenges. To further clarify the factors that cause challenges related to problem diagnosis, it is also necessary
to analyze how new tutors perform problem diagnosis. In addition, clarifying the process of how new tutors resolve
problem diagnosis challenges during the initial training period would help to devise an effective training method.

References
Bohem, D. (2009). The Work and Art of Writing Center Tutor Training. Zeitschrift Schreiben. https://zeitschriftschreiben.ch/globalassets/zeitschrift-schreiben.eu/2009/boehm_tutor_training.pdf (access: 2024.06.04)
Fukuyama, Y., Kasai, T., Kubo, M., Nose, Y., Nishiguchi, K. (2024). An examination of the issues that graduate student
tutors in writing centers face during the initial stages of their employment. Proceedings of the 30th Higher Education
Research Forum, 83.
Kasuga, M., Kondo, H., Sakajiri, A., Shimada, Y., Neguro, A., Hori, K., Yui, K., Watanabe, T. (2021). Next Suggestion
to High School-to-College Articulation in Writing: College Teachers React to Diversifying Freshers. Hituzi Syobo Publishing.
Nakatake, M. (2017). A Study of Tutor Development in the Writing Center. The basis: the annual bulletin of Research Center
for Liberal Education, Musashino University, (7), 23-28.
Naruse, T. (2020). Essay Questions to Invite Students to Think (3rd ed.). Hituzi Syobo Publishing.
Ota, Y., Dyle, A., Sakamoto, Y., Sadoshima, S. (2013). Challenges for New Tutors in Writing Centers: Content analysis
of Initial Training Worksheet. Academic Japanese Journal, (5), 1-10.
Ota, Y., Sadoshima, S. (2012). Tutor Training and PAC Analysis of Two Tutors’ Awareness towards Tutorial Sessions:
Waseda University Writing Center’s Case. Waseda Global Forum, (9), 237-277.
Sadoshima, O., Ota, Y. (2014). Philosophy and Practice of the Writing Tutorial: Waseda University Writing Center (2nd ed.).
Hituzi Syobo Publishing.
Santa, T. (2009). Writing Center Tutor Training: What Is Transferable across Academic Cultures?. Zeitschrift Schreiben.
https://zeitschrift-schreiben.ch/globalassets/zeitschrift-schreiben.eu/2009/santa_tutor_training.pdf (access:2024.06.04)

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Effect of the Division of Labor in Narrative Creation
on Question Generation
Junya KAWAI
Department of Mathematics and Science Education, Graduate School of Science, Tokyo University of Science, Japan
1722703@ed.tus.ac.jp
Yuki WATANABE
Department of Mathematics and Science Education, Graduate School of Science, Tokyo University of Science, Japan
wat@rs.tus.ac.jp
DSTO (Digital Storytelling for Observation) was developed as a learning program to support problem finding and question
generation in story creation (Kawai & Watanabe 2023). DSTO allows users to experience question generation whileinterviewing others' stories and producing Digital Storytelling. The program was designed through cognitive apprenticeship(Modeling, Coaching, Scaffolding, Fading) and embedded semi-structured interviews to create stories of others. As
scaffolding to increase opportunities for observation, semi-structured interviews were experienced in rotation in four roles:
narrator, fundamental interviewer, exploratory interviewer, and narrative creator. Analysis of the free-response statements
to reflect on each role suggests that the experience of the division of labor in creating other people's stories extended beyond
the scope of the activity and influenced the quality of the questioning activity.

Keywords: Media Literacy, Narrative Creation, Question Generation, Digital Storytelling, Divisionof Labor

Introduction
Narrative & Narrative Creation
We are surrounded by narratives. A narrative represents a real or fictional event conveyed from a narrator to a listener(Prince 1987). Branigan (1992) also describes a narrative as an organization of experience that integrates aspects ofspatial, temporal, and causal perception. Creating narratives is a way of expressing our experiences and desires of theworld in an intelligible way and a fundamental way of integrating experienced events as data (Branigan 1992). He
describes narrative schema as consisting of eight components: abstract, orientation, initiating event, goal, complicating
action, climax and resolution, epilogue, and narration. Deliberately narrating and re-memorizing one's life is considered
to be a fundamental way of personal development and a basic method of education (Clandinin 1990).
Narratives are a form of media, and in the context of media literacy, analyzing and creating narratives is said tocontribute to the development of critical thinking skills (Masterman 1985).

As one of the problems in the media activity of creating narratives, Mitoh (2021) points out that it is difficult to find a
subject matter to write about. Difficulties in determining the subject have also been reported in report writing research,where support has been provided to help students discover, refine, and set problems (Suzuki & Sugitani 2012).
Inquiry-based learning, which includes problem finding activities, is said to be impossible without critical thinking andquestion generation (Oyama 2020). Observation and experimentation are said to be effective in generating questions,and interviewing activities, including critical observation, are important processes in creative activities. According to
Linda (2010), skilled writers conduct interviews to determine the subject matter. The subjects of their interviews range
from television news and newspapers to events that have happened to acquaintances and themselves. This is thought
to be the result of interviews, observation, and collection from multiple perspectives by skilled writers, which theyutilize in their writing.

Observation & Question Generation
Observation through interviews is considered necessary to determine the subject of the story. Observation, according
to Beveridge (1957), is an active mental process rather than passive looking. He points out that to make original
observations, it is necessary not only to concentrate on the main points but also to pay attention to the surrounding
areas. The act of observation includes not only the discovery of what is visible but also the investigation of what is
invisible.

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Observation is considered to be an elaboration process to deepen understanding of the subject, and there are many
findings in question-generating research in the field of psychology regarding the perspective of observation on what
to carefully observe in a subject (King 1995).

According to Anzai (2020), questions trigger creative dialogue and have the effect of generating new and different
questions. In the context of media literacy, The National Association for Media Literacy Education (2021) has
identified ten categories of reflective questions to be used when analyzing media messages: author, purpose, economy,
effect, response, content, technology, interpretation, context, and reliability. From there, it can be said that whether
the object of observation is a painting or mass media, dialogue and observation start with the questions. It is alsosuggested that the questioning facilitates more elaborate observation to generate new questions. Question generation
is done to match newly acquired information with prior knowledge, to resolve feelings of discomfort and confusion
felt when differences are perceived, and to gain new understanding (Ikuta 2005). Dillon (1998) proposes four processes
in question generation (experience of perplexity, asking a question, answering, and conjunction) and focuses onquestion triggering and collaborative learning as the learning environment that facilitates question generation. Michita(2011) points out the importance of increasing opportunities for questioning behavior, such as being asked questions,asking questions, and observing questions, to develop question generation skills.

DSTO
For beginners in narrative writing to determine the subject matter, it seems necessary to have an observational
perspective and experience in questioning. DSTO (Digital Storytelling for Observation) is a lesson design fordeveloping question generation skills (Kawai & Watanabe 2023).
DSTO is a digital storytelling activity that aims to improve the question generation skills of observers by listening to
the narratives of others, conducting semi-structured interviews with the narrators, collecting information, and creating
a story. DSTO was developed as a learning program to support problem finding and question generation in narrative
creation. Digital Storytelling is a media activity that produces self-revelatory short films that combine life stories, selfvoices, photographs, and music (Lambert 2018).
DSTO uses cognitive apprenticeship, semi-structured interviews, and division of labor as design principles to develop
question generation skills. Cognitive apprenticeship is an instructional design that aims at proficiency in cognitive
processes and includes modeling, coaching, scaffolding, and fading (Collins 1991). Semi-structured interviews allow
participants to experience question generation. The division of labor in DSTO is designed as scaffolding to increase
opportunities for observation, with participants experiencing the roles of narrator, fundamental interviewer,
exploratory interviewer, and narrative creator in rotation.
Kawai & Watanabe (2024) reported that learners who experienced DSTO improved their ability to ask self-reflective
questions about creation. However, they did not examine how the experience of division of labor affected the qualityof question generation. Kato (2004) reported that the division of labor in collaborative problem-solving situations isfrequently used as a form of scaffolding, but the boundaries are blurred, and improvisational adjustments are often
made. This study aimed to examine how the experience of division of labor in DSTO affects question generation.
Figure 1
Differences in the division of labor between PI and SC groups

Research Design & Methods217

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We surveyed 280 students from high schools in Tokyo (40 students per class and seven classes in total). The fourclasses conducting DSTO were designated as the PI (Peer Interview) group. The three classes conducting conventional
DST were designated as the SC (Story Circle) group. Both groups have four roles: narrator, fundamental interviewer,
exploratory interviewer, and narrative creator. The narrator talks about their experiences using pictures they have
prepared themselves as subjects. The fundamental interviewer asks the narrator basic questions about the narrator's
experiences using a list of questions; when, where, who, and what did they do? The exploratory interviewer observes
the interaction between the narrator and the fundamental interviewer and asks additional exploratory questions.
Exploratory questions are, for example, asking for details of the content or reasons for actions. The narrative creator
creates a story based on the content of the interviews. The difference between the two groups is the subject of theinterviews. In the PI group, the exploratory interviewer interviews the narrator and creates the narrator's story. In the
SC group, the narrator interviews herself and creates her own story. The Participants took on four roles in rotation,
and all experienced all roles (Figure 1). They created a narrative of approximately 800 words. Informed consent wasgiven to all participants in practice.
The study aimed to examine whether the division of labor, one of the design principles of DSTO, scaffolds question
generation. After implementation, all participants were asked to write freely about each role they experienced in thedivision of labor. The three lead statements in the free-response statements were:(1) Recall your experience as an interviewer. Describe your impressions, learnings, and realizations about the activityof listening to and questioning the narrator.
(2) Recall your experiences as a narrative creator. Based on the information obtained through the storytelling andquestioning, write down your impressions, lessons learned, and observations about the activity of creating a story.
(3) Recall your experiences as a narrator. Write down your impressions, lessons learned, and realizations about theactivity of narrating and being questioned about your experiences.

Results & Discussion
A total of 150 participants who took part in all stages of the practice and had no missing values in the pre- and postquestionnaires were included in the analysis. The three main characteristics obtained from the analysis of the freeresponse statements were:
1.
2.
3.

They adjust their work content according to the division of labor.
The experience of rotating the division of labor enables them to reflect on their work and to notice differencesin their roles.
Division of labor encourages the elaboration of work. On the other hand, dual employment crosses roleboundaries and adjusts the work content.

Adjustment of Own Work
D122: I listened to the narrator's story in detail to ask questions that were good for the narrator and the otherquestioners.
B107: When I saw that others were asking for information, no matter how small, I felt that I should listen towhat I wanted to hear in detail, even if it was not directly relevant.
These responses are examples of observing the work of others and adjusting the content of one's work.

Reflection by Rotation Work
F51: When I was an exploratory interviewer, I was more of an observer, so I could ask a lot of questions,but when I was a fundamental interviewer, I was more rigid and couldn't ask flexible, simple questions.
This is an example of how the experience of different roles has led to a perception of the characteristics of the roles
and, consequently, to reflection.

Elaboration Work
B105: I realized that when I listened to others' stories, I should take note of what I thought was more interesting
and ask questions. I realized the importance of organizing the questions asked by others and thenarrator's story to understand the timeline.

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C38: I focused on how to ask questions to get what I wanted to know to create a story and how to ask
questions that the narrator could easily answer.
This is an example of observing the work of others and discovering strategies to improve the accuracy of one's
questions. On the other hand, taking on multiple roles was found to mix and transform the work content. From there,
the experience of the division of labor, including the opportunity to observe the behavior of others, can provide a
scaffold for question generation.

Conclusion
This paper investigates the influence of the design of the division of labor embedded in DSTO on question generation.
Analysis of the free-response statements revealed that a division of labor elaborates question generation in narrative
creation. It was also suggested that the overlapped labor enhances the link between narrative creation and question
generation. Future research will examine the relationship between different interview subjects, the division of labor,and question generation.

References
Anzai, Y. & Shiose, T. (2020). The design of questions: facilitation of creative dialogue. Gakugei Shuppansha (in Japanese).
Beveridge, W. I. B. (1957). The Art of Scientific Investigation. Edizioni Savine.
Branigan, E. (1992). Narrative Comprehension and Film. Routledge.
Collins, A., Brown, J. S., Holum, A. (1991). Cognitive Apprenticeship: Making Thinking Visible. American Educator,
15(3), 6-11.
Connely, F. M. & Clandinin, D. J. (1990). Stories of Experience and Narrative Inquiry. Educational Researcher, 19(5), 214.
Dillon, J. T. (1998). Theory and Practice of Student Questioning. In S. Karabenick(Ed.), Strategic Help Seeking:
Implications for Learning and Teaching(pp.171-193). Routledge.
Ikuta, J. & Maruno, S. (2005). Student question generation in the classroom: A review. Kyushu University PsychologicalResearch Vol6, 37-48 (in Japanese).
Kato, H. (2004). Analysis and Design of Emergent Division of Labor in Collaborative Learning Environment. Journalof Human Interface Society, 6(2), 161-168 (in Japanese).
Kawai, J. & Watanabe, Y. (2023). Development of an Interview Experiential Workshop for Narrative Creation Basedon Cognitive Apprenticeship. Proceedings of the 30th annual conference of Japan Association for Educational Media Study,
181-182 (in Japanese).
Kawai, J. & Watanabe, Y. (2024). The Influence of Different Interviewees Effects on Asking Question in Digital
Storytelling. Proceedings of the annual conference of Japan Society for Educational Technology, 667-668 (in Japanese).
King, A. (1995). Designing the instructional process to enhance critical thinking across the curriculum: Inquiring minds
really do want to know: Using questioning to teach critical thinking．Teaching of Psychology, 22(1), 13.
Lambert, J. (2018). Digital Storytelling –Capturing Lives, Creating Community (5th ed). Routledge.
Linda, S. (2010). Making a Good Script Great (3rd ed). Silman-James Press.
Masterman, L. (1985). Teaching the Media. Routledge.
Michita, Y. (2011). Effect of Question-Asking Training in a College Lecture Class on Learners’ Attitudes and Ability
to Ask Questions. Japanese Journal of Educational Psychology, 59, 193-205 (in Japanese).
Mitoh, Y. (2021). Monogatari no sousaku gakushu sidou no kennkyu [Research on Learning and teaching methods in Narrative
Creation]. Keisuisha (in Japanese).
Oyama, Y. (2020). Trends in Teaching and Learning Research in The Japanese of Educational Psychology and Future
Prospects of Inquiry-Based Learning. The Annual Report of Educational Psychology in Japan. Vol 59, 28-42 (inJapanese).
Prince, G. (1987). A Dictionary of Narratology. The University of Nebraska Press.
Suzuki, H. & Sugitani, Y. (2012). Supporting Problem Setting in Academic Writing. The Annual Report of Educational
Psychology in Japan. Vol 51, 154-166 (in Japanese).
The National Association for Media Literacy Education (2021). Key Questions to Ask When Analyzing Media Messages.
https://namle.net/wp-content/uploads/2021/06/Key-Questions.pdf

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Impact of video material on modeling teachers’ strategies
for writing historical reasoning texts for students’ mastering
the strategies: comparison with printed materials
Ryohei Ikejiri
Hiroshima University, Japan
rikejiri@hiroshima-u.ac.jp
Hiroaki Aikawa
Tokyo Metropolitan Kohoku High School, Japan
Hiroaki_Aikawa@education.metro.tokyo.jp
In history education, the ability to write historical reasoning texts has long been emphasized, with much research on teaching
methods using materials and frameworks. However, limited studies have focused on effective strategies for teaching descriptive
text writing in summative assessments. This study tested the hypothesis that video recordings of teachers solving writing
problems would promote better learning of historical reasoning strategies than printed materials. The experiment involved
two high school senior classes divided into control (printed material) and experimental (video material) groups. Results showedno significant difference in step count, but the experimental group had greater character length and more detailed strategies,
suggesting video materials may aid in learning strategy details.

Keywords: video materials, modeling, history education, writing

Introduction
The development of historical thinking has long been important in history education. For example, Boxtel & Drie
(2018) proposed a framework of historical reasoning, which points to the importance of analyzing historical continuity
and change, cause and effect, and similarities and differences. Such historical thinking is also emphasized in Japanesehigh schools. University entrance examinations now also include tests that require students to write texts on historicalreasoning. For example, in the USA, there is one form of university entrance examination, the Document-based
Question. In this test, students respond to a historical reasoning task in writing while dealing with several historicalsources, and it does not include much knowledge recall. On the other hand, in Japanese university entrance
examinations, it is common to present no or little historical sources and ask students to discuss them while recalling
their knowledge, and high school students are also trained in this format. In this study, the following discussion
assumes the learning of the latter writing strategy in the Japanese context.
Two main types of teaching materials can help students learn how to write answers to such tests: one is the written
explanations of the written tests in reference books. The other is for the teacher to demonstrate and explain what theprocess of writing answers is. The latter was often done in face-to-face classes (Leinhardt, 2000), but it has been madeinto a video and distributed in recent years. Considering the theory of cognitive apprenticeship (Collins et al., 1987), it
is conceivable that video materials that are subtitled and can be reviewed many times may be more effective in learning
the strategies.
However, no studies have examined the differential effects of paper and video media on teaching materials for learning
strategies for writing historical reasoning texts. As almost all students in Japanese high schools have smartphones,
investigating whether video materials are more conducive to the learning of historical writing strategies would provide
important insights into the learning environment in history education. Therefore, this study tested the hypothesis thatvideo recordings of teachers solving writing problems would promote better learning of historical reasoning strategies
than printed materials.

Methods
Subject of the experiment and theme setting for the argumentative test

The experiment was conducted with third-year students at High School A in Tokyo, Japan. This high school is of
average academic standing, with 80-90% of its students attending university each year. All students were also taking
Japanese history, and the second author, with 12 years of teaching experience, taught the class. At this high school, the220

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Japanese history students were divided into two classes with students divided by similar academic ability. Therefore,
an experiment was conducted in the classes in which students were required to solve a history argumentative test after
a curriculum that taught the financial policies of Okitsugu Tanuma (a politician) during the Edo period in Japan.
Specifically, the X class (42 students) on 26th September 2023 was set up as a control group using paper materials,
while the Y class (41 students) on 28th September was set up as an experimental group using video materials.
Next, we chose an argumentative test for the 2020 university entrance examination of Kyoto University in Japan on
the theme of the financial policies of Okitsugu Tanuma during the Edo period in Japan. Specifically, the question was:
' Write about the basic policy and specific policies of Okitsugu Tanuma's financial policy, focusing on the differenceswith the Kyoho Reforms'. The question asks for an answer of no more than 200 characters. In Japan during this period,
fiscal difficulties persisted, and after the financial policy known as the Kyoho Reforms, which was carried out by theruler (Yoshimune Tokugawa) in the early 1700s, another financial policy was carried out by the ruler (Okitsugu
Tanuma) in the early 1700s. These financial policies had different features and different results. Therefore, they arehistorical events that have attracted much attention in Japanese history. Historical reasoning in Boxtel & Drie (2018)
also emphasizes reasoning about similarities and differences, and the test can be positioned as a test for this type of
reasoning.
Video and paper materials explaining strategies for answering argumentative tests

The video material explaining how to answer the argumentative test was created using the following procedure. First,
the Japanese history teacher of the class videotaped the solving the test. The solution process was visualized by asking
the teacher to speak about what he was focusing on or thinking about while solving the test. In the scene where he
was drafting before writing his answer, we filmed him so that we could also show what and how he wrote in the draft(Figure 1); in the scene where he was writing a 200-word solution, he only uttered the sentence he was trying to write.
Therefore, the video was edited with subtitles for the 5-minute 20-second video before he started drawing his answers.
As a continuation of the video, we included a 15-second image of the solution sentences written by the teacher andthe notes he had written during the conception. Next, three questions were asked in response to parts of the thoughtutterances where the reasons were unclear, to visualize the teacher's thinking in more detail. Specifically, we asked:‘Why did you decide to start drawing from the issue background?’, ‘Why did you decide to use the term commodity
crops in addition to mercantilism?’ and ‘Why did you decide to write about trade in Nagasaki? How do you remember
Okitsugu Tanuma’s reforms structurally?’. The teacher's replies, which lasted approximately 2-minute 47-second, werealso made into a video with subtitles. The resulting video was 8 minutes and 22 seconds long. The number of charactersin the teacher's utterances was 1055. On the other hand, the paper material explaining how to answer the argumentative
test was prepared according to the following procedure. First, the text was prepared by referring to commerciallyavailable reference books describing explanations for this question, so that there would be no excesses or deficiencies
with the content of the video material. The structure of the paper materials consisted of a draft answer sheet, followedby an explanatory text on the writing strategy. The number of words was 993.
The similarities between the two materials were that they referred to the following four points: first, grasping the
problem statement; second, recalling knowledge; third, reasoning on the problem; and fourth, planning the answer
text. The second, the content of the knowledge to be recalled, was adjusted so that the content was the same in bothmaterials. As there are no major differences in the number of characters, the content in both materials can be regarded
as common. The differences between the two materials are that the video material visualizes the chronological thinking
process, includes a draft structure diagram written by the teacher, and also visualizes the thinking behind why hefocused on such a point of view in the first place. In other words, the video material is unique in that it emphasizes
the realistic thinking processes involved in actually answering argumentative tests.
Figure 1
A scene from the video material

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Experimental procedures and evaluation methods
The experiment was conducted in the following sequence. First, the class was introduced (5 min). Next, the students
were given this argumentative test and asked to write their answers (10 minutes). They were then given time to learn
how to answer this argumentative test (10 minutes). In the experimental group, the video material was made available
on the web for students to view on their smartphones; in the control group, the paper material was distributed forstudents to read on their own. Both groups were asked to supplement their knowledge by referring to the textbook.
After that, they were asked to answer the questionnaire described below (7 min). The students were then shown thepaper material in the experimental group and the video material in the control group, to ensure that there were nodifferences in learning between the two groups (8 minutes). Finally, the teacher gave a summary of how to solve theargumentative test (5 min). The questionnaire asked students to ‘Think about what you find effective to do before you
start writing your answer to the argumentative test, and divide the steps into as many details as possible and write themdown specifically in the numbered order in the following columns. (e.g. "Focus on ~ in the question text", "Write
down ~", "Recall ~", etc.). Please do not review any explanatory material that you have looked over immediately
before. It is not necessary to fill in all the columns. If a column is missing, please add it yourself.’ The students were
given a printout with the instructional text. The answer columns were numbered 1 to 10.
The evaluation was conducted from three perspectives. The first was an analysis of whether there was a difference inthe number of steps answered. The second was to analyze whether there were differences in the length of the charactersanswered. The analysis of the number of steps and characters was also analyzed in four categories. The third was text
mining to analyze whether there were differences in the number of words written.

Results
Data were collected from 38 respondents from Class Y using the video material and 37 respondents from Class X
using the paper material. First, the difference in the number of steps in the answer strategy of the argumentative test
was analyzed, as shown in Table 1, with a mean of 5.24 (SD=1.30) for the video material and 4.92 (SD=1.62) for thepaper material. The results of the Student's t-test showed no significant differences between the two groups.
Furthermore, when the differences in step counts by the four categories were analyzed using Student's t-tests, asignificant trend was found only in the number of steps in grasping the problem statement.
Next, the difference in the length of words of the answer strategies for the argumentative test was analyzed, as shownin Table 2, with a mean of 108.11 (SD=27.00) for the video material and 87.16 (SD=43.12) for the paper material.
Welch's t-test results showed a significant difference between the two groups (p=0.01). Furthermore, when theStudent's t-test was used to analyze differences in the word length of the answer strategies for each of the four
categories, only the word length of grasping the problem statement showed significant differences (p=0.05).
Table 1Results of analysis of the step counts of the strategies

Table 2
Results of analysis of the length of the characters of the strategies

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In addition, text mining of the experimental group using video materials and the control group using paper materials
was carried out to list the top 10 most frequent words for nouns and verbs (Table 3). The overall trend shows that thesame words tend to occur more frequently in the classes using the video material, even if they are the same words.
'Ask' was also identified as a verb that appeared three times more frequently in the experimental group using video
materials, despite the word being included in both materials.
Table 3Results of text mining analysis of the content of the strategies

Discussion
In this section, we consider whether more students could learn the strategies in history writing by watching video
materials in which the teacher's thought process was uttered, rather than teaching the strategies in history writing onlyin written form. First, from the results in Table 1, it can be said that there was no difference between the video andpaper materials in terms of learning the steps of the strategies in history writing. On the other hand, as shown in Table
2, the number of words in the history writing strategies was significantly higher in the video material than in the papermaterial. Furthermore, based on the results in Table 3, it is conceivable that video materials may encourage the learningof more detailed strategies. In particular, the video material suggested that the teacher was carefully thinking and talking
about his grasping the problem statement, which may have helped them to learn more about the content of the steps
and strategies related to that category. These results showed no significant difference in step count, but theexperimental group using video materials had greater character length and more detailed strategies, suggesting video
materials may aid in learning strategy details.
A future challenge is to test whether there is a difference between the two based on more creative history argumentative
tests. In recent years, more and more questions in history materials are not only based on recalling and discussing
knowledge but also on presenting multiple historical sources and then writing more creative texts. It is a challenging
task for the future to ascertain how effective video materials visualizing teachers' thinking are in such cases comparedto paper materials.

References
Boxtel, V. C. & Drie, V. J. (2018). Historical Reasoning: Conceptualizations and Educational Applications. In S. A.
Metzger, L. M. Harris (Eds.), The Wiley International Handbook of History Teaching and Learning (Wiley Handbooks in
Education). Wiley-Blackwell.
Collins, A., Brown, J. S., and Newman, S. E. (1987). Cognitive apprenticeship: Teaching the craft of reading, writing
and mathematics. (technical Report No. 403). BBN Laboratories. Cambridge, MA. Centre for the Study of
Reading. University of Illinois. January, 1987.
Leinhardt, G. (2000). ‘Lessons on Teaching and Learning in History from Paul’s Pen’. In P. N. Stearns, P. Seixas & S.
Wineburg (Eds.), Knowing Teaching and Learning History: National and International Perspectives. New York University
Press.

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The Influence of HOTS-Based Learning on Critical Thinking
Ability in Long Jump Sport of Class Seven Junior High School
Ellen B.Lomboan
Faculty of Sport Education, Universitas Negeri Manado. Indonesia
Email : ellen.b.lomboan@gmail.com
Mieke Mandagi
Faculty Of Education And Phychology. Manado State university. Indonesia
E-Mail : miekemandagii@gmail.com,Jeanne R. Malonda
Faculty of Sport Education, Universitas Negeri Manado. Indonesia
Email : jeannermalonda@gmail.com

Abstract This study aims to determine the effect of HOTS-based learning on theLong Jump critical thinking skills of seven grade students of Junior High Schools in
Tomohon City. The research design used was quasi-experimental research with apretest posttest non equivalent group design. The population in this study were allseven grade students of Junior High Schools in Tomohon City which consisted of 2classes. The sampling technique was carried out using a random sampling technique
so that the experimental class was selected with HOTS-based learning and the control
class with conventional learning without HOTS involved. The instrument used is a
critical thinking ability test. The results showed that, (1) HOTS-based learning
affected the critical thinking skills of students in grade seven Junior high Schools in
Tomohon City, (2) there were differences in the critical thinking skills of students
using HOTS-based learning models and conventional learning.
Keywords: HOTS, Critical Thinking, Long Jump
Introduction
Higher Order thinking (Ichsan et al., 2019) is the thinking ability of students who are at a higher
level, in line with (King et al., 2010) high-level and complex thinking activities are a form or understandingof higher-order thinking skills or HOTS. Students who have HOTS abilities must be able to analyze,
evaluate, and create innovations in problem solving. HOTS-based learning is not easy. HOTS-basedlearning demands high reasoning power, creativity, and unusual ways of learning. As said by (Qomariyah,2017), that HOTS does not only require students to have competence but are also required to have skills
and abilities such as communication skills, critical thinking skills, collaborative skills, and creative andinnovative abilities. This is a HOTS-based learning strategy, namely problem solving is the main demand(Abdullah et al., 2015).
Juniior High schools in Tomohon City are schools that have implemented HOTS-based learning
well. Even so, there are still various problems, obstacles, and challenges found related to the implementationof HOT-based learning. Among them, some equipment in schools is still lacking, lack of socialization ortraining regarding HOTS-based learning, some teachers have difficulty adjusting to HOTS-based learning,
and from the student's point of view there are students who are not familiar with HOTS-based learning

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methods. even students or students tend to memorize formulas even less involved or less active in learning
so that in learning the ability to think critically is low.
Referring to the existing problems, the researcher was interested in conducting research with the title
the effect of the HOTS-based learning model on students' long jump critical thinking skills in class sevenof Tomohon City Junior High School with the aim of knowing the effect of HOTS-based learning on
students' critical thinking skills in long jump and the average critical thinking skills of students using HOTSbased learning models.

Research Design & Methods
This study aims to identify the effect of HOTS (Higher Order Thinking Skill) based learning on the
sport long jump critical thinking skills of seven grade junior high school students in Tomohon. This study
uses a quantitative approach with experimental research with a quasi-experimental design: pre-test and posttest design to see the effect of HOTS (Higher Order Thinking Skill) based learning on critical thinking skills.
The subjects of this study consisted of 50 grade seven students at Tomohon City Junior High School
consisting of 25 students as the experimental class and 25 students as the control class. The samplingtechnique was carried out by using random sampling technique. Data collection was carried out throughtests of students' critical thinking skills in long jump sport. The feasibility of this research instrument wasthen tested using the validity test: product moment and reliability using Cronbach Alpha. Data analysis was
carried out quantitatively descriptively using statistical tests, namely the Anova test and the paired sample t
test. Data analysis begins by carrying out an assumption test consisting of a normality test and ahomogeneity test.

Results And Discussion

Testing the validity of the instrument was carried out on a test instrument for critical thinking skills
in long jumps sport which consisted of 10 questions. The results of the validity test of the long jumps
critical thinking ability test instrument showed that the long jumps critical thinking ability test instrument
consisting of 10 question items was declared valid. Furthermore, the instrument reliability test using
Cronbach Alpha stated that the reliability of the test instrument for long jumps critical thinking skills
obtained a score of 0.805 in the high reliability category. This shows that this test instrument is declared
reliable.
. The results of the ANOVA test obtained in the research on the HOTS-based learning model forthe critical thinking skills of students in grade seven junior high school Tomohon, namely obtaining an
Fcount of 34,131 and a significance value of 0.001 or less than 0.05 so that based on the decision making
criteria Ha is accepted and H0 is rejected so that it can be it was concluded that there was an influence ofthe HOTS-based learning model on the long jumps critical thinking skills of seven grade students of juniorhigh school Tomohon City.. One of the abilities that must be perfected in learning long jumps at school isthe ability to think critically, because it is a unique thought but has a specific purpose so that when students
think in a structured manner they can determine standards of intelligence and apply criteria in thinking(Diva & Purwaningrum, 2023).
The results of the paired sample t test show that there is a difference in the average or mean value
between students who study using the HOTS-based learning model and students who learn using theconventional model, in the table it is described that the significance value is in the control class or classusing the conventional model that is equal to 0.059 > 0.05 so that it can be concluded that there is nodifference in the average critical thinking ability in long jumps sport of seven grade junior high school
students in Tomohon City. Whereas in the experimental class or class using the HOTS-based learningmodel, the significance value is 0.001 <0.05 per week. It can be concluded that there is a difference in the225

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average critical thinking ability of students in grade seven junior high School in Tomohon City.
Strengthened by the average or mean value of students' long jumps critical thinking skills from the control
class or class using the conventional model which is equal to 66.76 while the mean value or mean students'
long jumps critical thinking ability from the experimental class or class using the HOTS-based learningmodel is of 79.28 thus it can be concluded that learning using the HOTS-based learning model is superior
to learning using conventional models.

Conclusion

Based on the discussion of the research, it can be concluded: 1) the HOTS-based learning model
has an effect on the critical thinking skills of seven graders of Tomohon Junior High School 2) There is adifference in the mean value of the long jumps critical thinking abilities of seven graders of Tomohon
Junior High School, namely the average or mean value in the class that uses the HOTS-based learningmodel which is equal to 79.28 while the control class or class using the conventional learning model is equal
to 66.76. based on the average value between the control class and the experimental class it can be seen thatthe class using the learning model is superior in improving students' critical thinking skills compared toconventional learning models.

References
Abdullah, A. H., Abidin, N. L. Z., & Ali, M. (2015). Analysis of students’ errors in solving Higher Order
Thinking Skills (HOTS) problems for the topic of fraction. Asian Social Science, 11(21), 133–142.
https://doi.org/10.5539/ass.v11n21p133
Fanani, A., & Kusmaharti, D. (2014). Pengembangan Pembelajaran Berbasis HOTS (Higher Order
Thinking Skill) di Sekolah Dasar Kelas V. Jurnal Penndidikan Dasar, 1(9), 1–11.
Handayani, F., & Syukur, M. (2021). Implementasi Pembelajaran Higher Order Thinking Skill (Hots) Di
Ma Negeri 1 Watansoppeng. Pinisi Journal of Sociology Education Review, 1(2), 127–135.
https://ojs.unm.ac.id/jser/article/view/26569
Ichsan, I. Z., Sigit, D. V., Miarsyah, M., Ali, A., Arif, W. P., & Prayitno, T. A. (2019). HOTS-AEP: Higher
order thinking skills from elementary to master students in environmental learning. European Journalof Educational Research, 8(4), 935–942. https://doi.org/10.12973/eu-jer.8.4.935
Watik, Y. S., & Jacky, M. (n.d.). Penerapan Model Pembelajaran Berbasis HOTS terhadap Hasil Belajar IPS Sekolah
Dasar. 4(2), 864–872.
King, F.J., Goodson, L., Rohani, F., Level, D.K., Plan, Q.E., Oliver, S., … Order, H. (2015). Meningkatkan
kompetensi berpikir tingkat tinggi siswa, termasuk evaluasi kritis, berpikir kreatif, dan refleksipadapemikiranmerekasendiri.Penelitian
dalam
Ilmu
Pendidikan,3(2),1–41.
https://doi.org/10.1007/s11165-006-9029-2
Susanti E, Kusumah Y S, Sabandar, J., & Darhim. (2014). Pendidikan matematika realistik berbantuan
komputer untuk meningkatkan kemampuan berpikir tingkat tinggi siswa (studi eksperimen di
sekolah menengah pertama di Palembang, Indonesia). Jurnal Pendidikan dan Praktek, 5(18), 51-58.

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Survey of university students' attitudes toward "tables" inarithmetic
YADA Atsuyuki
Kochi University, Japan
Email address a.yada@kochi-u.ac.jp

In 2020, the author conducted a survey of 273 upper elementary school students on
their attitudes toward "tables" in math class, focusing on two factors: their impressions of"tables" (5 items) and the advantages of "tables" (16 items). The results showed thatstudents, especially those who were not confident in arithmetic and those who were notgood at mathematical activities using tables, did not find "tables" enjoyable. Based on thissurvey, the author asked 103 college students in 2024 to imagine and respond to thechildren's ideas about "tables" in math. The results showed that the college students'
imaginations had the same impressions as the elementary school students themselves,seeing tables as "easy to understand," "convenient," "neat," and "easy," but not as "fun. It
was also found that they perceive "tables" as having more usefulness than elementary
school students. However, the children were found to be more conscious of using tables
as a medium for expressing what they have learned and communicating it to their peers.
The university students also found that although they believe that elementary school
students can read information from the "Tables" and use it in "Summary," they do not seemto be able to "express the rules found in the 'Tables' in equations," "think using the 'Tables'
without instructions from the teacher," and "express what is written in the 'Tables' in words
and rewrite them in equations. The students were not able to express what was written in
the "table" in words and rewrite them in equations.
Keywords: Table, Impression, Recognition, Thinking Tools, Expression Tools.

Introduction

A survey conducted in 2020 surveyed 273 upper elementary school students on their attitudes toward "tables" inmath class. The survey focused on two factors: impressions of "tables" (5 items) and the advantages of "tables" (16items). The results revealed that students did not find "tables" enjoyable, especially those who were not confident inmath and those who were not comfortable with mathematical activities using tables. Learners also identified "tables"
as an effective learning tool for problem solving. Based on this survey of attitudes toward "tables" in math classes forelementary school students and the results of the survey, this paper asked 103 second-year students in the College of
Education and College of Science and Engineering who are planning to become teachers to imagine how elementary
school students think about "tables" and answer the survey as if they were an elementary school student. The purposeof this survey was to see how second-year students in the Faculty of Education and the Faculty of Science andEngineering perceive elementary school students' awareness of "tables" in math classes.

Research Design & Methods

The findings on arithmetic "tables" do not fully reflect their significance in the practice using "tables" (Yada, 2020).
Therefore, in order to find out what learners' impressions of arithmetic "tables" are and whether they appreciate them,
we surveyed 273 upper elementary school students (grades 5 and 6) in 2020 to determine their attitudes toward "tables"used in arithmetic classes. This was done by focusing on two elements: impressions of "tables" (e.g., "fun," "easy tounderstand," "convenient," "neat," and "easy") and the advantages of "tables" (e.g., 16 items including "easy to organize
data," "information at a glance," and "easy comparison"). In addition, the 2020 survey asked the question, "Are you
good at arithmetic?" and asked for responses on a four-point scale of "1, I am not good at arithmetic," "2, I am rather
poor at arithmetic," "3, I am rather good at arithmetic," and "4, I am good at arithmetic," but this question will not be
addressed in this survey.

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(1) Date and time
Monday, June 26, 2024 and Wednesday, June 28, 2024, for about 15 minutes during the class time from 10:30 to 12:00.
(2) Target
Second-year students of the Faculty of Education and the Faculty of Science and Technology, "Teaching Methods for
Elementary Mathematics [A]" and "Teaching Methods for Secondary Mathematics I(3) Valid responses
Of the 116 students surveyed, 103 responded (valid response rate: 88.8%).
(4) Survey contents(1) "Impression of Tables" (5 items), (2) "Perception of Table's Goodness" (16 items)(1) Impression of "Table" (Semantic Differentia method) (5 responses)
Well-organized - Messy
Easy - Difficult
Easy to understand - Difficult to understandEasy to understand - Difficult to understand
Useful - Useless2) Acquaintance with the quality of the "Table" (4-case method) .
1. read the information from the "table"
2. replace the graph with the "table".
3. when there is an empty space in the blanks of the "Table", think of the number of blanks that apply and fill in theblanks.
4. express the rules found in the "Table" in equations.
5. organize disparate information in an easy-to-understand manner using the "Table".
6. find a rule from the "Table".
7. read the "table" and explain what can be said from it
8. explain which of several graphs the given "table" can be.
9. look at the "table" and read what is written in it. 10. find out what is written in the "table" and explain what can besaid from it.
10. summarize what they have studied by writing it on the "table".
11. explain the relationship between the two quantities in the "Table
12. find the number of spaces in the "table" based on the given equation
13. express what they have learned in the "table" and tell the contents to their friends
14. summarize what they have learned by means of a "table
15. use the "table" to think without instructions from the teacher
16. express what is written in the "table" in words and rewrite it in equations

Survey Results for Elementary School Students

The survey results showed that children who were not confident in arithmetic and children who were not comfortablewith mathematical activities using tables did not find tables enjoyable. On the other hand, there were many children
who had positive impressions of tables, such as "easy to understand," "convenient," "neat," and "simple. However, asa whole, it became clear that only a minority of the children felt that tables were "fun. In addition, although there weresome problems in thinking independently and expressing themselves, there were some learning effects and future
expectations in reading and writing on the "Tables". In addition, there is a relationship between reading, writing, andproactively using the "table" and explaining. Furthermore, it was found that finding rules from the "table," formulating
them, and putting numbers in the blanks of the "table" are mathematical activities that involve difficulties for learners
who are not good at arithmetic.
Table 1
Item Means and Standard Deviations of Impressions of "Table" (N=273)

Item

Mean

Standard deviation

Cluttered Well-organized
Difficult - Easy
Difficult to understand-Easy to understandBoring - enjoyableNot useful - useful

3.73

1.03

3.67
3.88

1.15
1.16

2.93
3.97

1.01
1.01

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Table 2Item Means and Standard Deviations of the Perceived Goodness of "Table (N=273)
Item

Mean

1. read the information from the "Table".
2. replace the graph with the "table
3. fill in the blanks in the tableconsider the number of cells in the table and fill in the blanks
4. express the rule found in the table in an equation
5. to use the "table" to organize disparate information in an easy-to-understand way
Organize disparate pieces of information in a way that is easy to understand.
6. find rules in a table
7. to read the "table" and explain what can be said from it
8. explain which of several graphs the given "table" isExplain which of several graphs the given "table" is 2.37 0.90
9. read the "table" and understand what is written in it. 2.93 0.89
10. Summarize what was researched by writing it on a "table.
11. explain the relationship between the two quantities in the "table
12. Find the number of empty spaces in the "Table" based on the given equation.
13. To express what has been learned in a "table" and tell the contents to a friend.
14. Summarize what they have learned by means of a "table.
15. Thinks using "tables" without being instructed by the teacher.
16. expresses what is written in the "table" in words or rewrites it in an equation
Rewrite the table in equations.

Standard deviation

2.63
2.57
2.98

0.85
0.91
0.95

2.72
2.64

0.94
0.97

2.74
2.23
2.37

0.90
0.94
0.90

2.93
2.75
2.49
2.84
2.36
2.52
2.31
2.62

0.89
0.85
0.94
0.93
0.89
0.90
0.89
0.97

Survey Results

The results of the survey on impressions of "Table" are shown in Table 3.
Table 3Item Means and Standard Deviations of Impressions of "Table" (N=103)
Item

Mean Standard deviation

1. messy 3.92
Well-organized
2. difficult-easy
3.46
3. Difficult to understand 3.92
- Easy to understand4. boring - fun
3.07
5. not useful – useful
4.43

0.84
0.97
0.88
1.03
0.73

Figure 1: Average of each item of "Table" impression

The perception of the goodness of the "Table" (16 items) is shown in Figure 2.

Mean

2.94 2.45 3.07 2.33 2.66 2.92 2.46 2.54

SD

0.76 0.82

2.99 2.83 2.39 2.796 2.55 2.78 2.07 2.37

0.8 0.89 0.82 0.77 0.86 0.83 0.757 0.89

0.8 0.896 0.82 0.76 0.75 0.78

Figure 2: Means and standard deviations for each item of the perceived goodness of the "Table".

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The impressions of the "Table" (5 items) showed high values, except for "boring - fun". The mean values for theelementary school students and the university students were almost the same in rank order (almost means that thevalues for 1. and 3. are the same). Overall, the mean for college students was higher than that for elementary school
students, especially for "useful - useless" at 4.43. Only "difficult - easy" was higher than that for elementary school
students. Only "difficult-easy" had a lower mean than that of the elementary school students.
The overall trend in the perception of the quality of the table (16 items) was similar between elementary school students
and university students. College students' mean values below 2.5 were 2, 4, 7, 11, 15, and 16, and relatively high values
were 1, 3, and 6. For 1 and 13, college students' mean values were higher than those of elementary school students,and for 4, 15, and 16, the mean values of elementary school students were higher than those of college students. The
university students thought that the elementary school students were able to read information from the "Table" anduse it in the "Summary," but they did not seem to be able to "express the rules found in the 'Table' in equations,""think using the 'Table' without instructions from the teacher," and "express what is written in the 'Table' in words
and rewrite it in equations. The students were not able to express what was written in the "table" in words and rewrite
them in equations.

consideration

The impressions of the "Table" (5 items) showed high values, except for "boring - fun". The mean values for theelementary school students and the university students were almost the same in rank order (almost means that thevalues for 1. and 3. are the same). Overall, the mean for college students was higher than that for elementary school
students, especially for "useful - useless" at 4.43. Only "difficult - easy" was higher than that for elementary school
students. Only "difficult-easy" had a lower mean than that of the elementary school students.
The overall trend in the perception of the quality of the table (16 items) was similar between elementary school students
and university students. College students' mean values below 2.5 were 2, 4, 7, 11, 15, and 16, and relatively high values
were 1, 3, and 6. For 1 and 13, college students' mean values were higher than those of elementary school students,and for 4, 15, and 16, the mean values of elementary school students were higher than those of college students. The
university students thought that the elementary school students were able to read information from the "Table" anduse it in the "Summary," but they did not seem to be able to "express the rules found in the 'Table' in equations,""think using the 'Table' without instructions from the teacher," and "express what is written in the 'Table' in words
and rewrite it in equations. The students were not able to express what was written in the "table" in words and rewrite
them in equations.

Conclusion.

The 2020 survey of elementary school students and the 2024 survey of college students revealed that there are many
similarities in their perceptions of "tables" in math. In particular, while they perceive tables as "easy to understand,""convenient," "neat," and "easy," they have in common that they do not find them "fun. In future educational settings,
it will be necessary to devise ways to make learning tables enjoyable. This is expected to help children make active useof tables and increase the effectiveness of their learning. In addition, tables have a function as a learning tool as wellas an expression tool. In order for learners to appreciate the usefulness of tables, it is essential to develop teachingmaterials in which regularity can be discovered, and to practice using tables repeatedly. We would like to ask prospective
teachers to understand the educational significance of using "tables" in this way. In this paper, we compared theperceptions of elementary school students and university students regarding "tables" and discussed how to utilize
tables in the educational field. We reaffirmed the educational value of tables and showed the importance of devising
ways to make learning tables enjoyable.

References/Citations

Ministry of Education, Culture, Sports, Science and Technology (2018). Commentary on the Courses of Study for Elementary
Schools, Nihon Bunkyo Shuppan Co.
Tamura, Manabu and Haruo Kurokami (2013). Thinking is like this? Thinking Tools' Class, Shogakukan.
Atsuyuki Yada (2020). A study of the class based on learners' awareness of the 'table' in math class, Journal of Educational
Methodology, Vol.5, No.1, Japan Society for Educational Methodology, pp.65-74.

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Classroom Design for Just the Right Use of ICT
in Mathematics Education: Practical Use of Interactive Whiteboard
in Teaching Trigonometric Graphing
Tomohiko SHIMA
Kanagawa Gakuen Girls' Junior & Senior High School , Japant.shima712824@gmail.com
Abstract: The purpose of this study is to practically verify the effectiveness of using interactive whiteboards (IWBs) as an
ICT tool in high school mathematics education. Focusing on trigonometric graphs, the lessons incorporate three strategies:
displaying the same coordinate plane on the IWB as in the students' handouts to teach the graphs of sin, cos, and tan
efficiently; using the traditional blackboard alongside the IWB to teach the principles of translation and scaling; and using
dynamic software and YouTube to enhance students' interest. Three lessons were conducted with 30 first-year high school
students, and evaluations were based on lesson observations, a post-lesson questionnaire, and a confirmation test one week
later. The results showed that students' interest and understanding of trigonometric graphs were generally positive. However,some students found the principles of translation and scaling difficult, indicating a need for continued instruction.

Keywords: Interactive Whiteboards (IWBs), Trigonometric Graphs, ICT Tool ,High School
Mathematics Education, Translation and Scaling Principles

Introduction
In this study, we focus on interactive whiteboards (IWBs) as an effective example of ICT use in high schoolmathematics education. The use of IWBs in mathematics education has several advantages. They facilitate visual
representations like figures and graphs, aiding in the understanding of abstract mathematical concepts. Additionally,
since teachers can write directly on the IWB, it captures students' attention, allows for interactive lessons, and realtime comprehension checks. Furthermore, IWBs enable dynamic content presentation and flexible responses,
potentially leading to more engaged learning (Kennewell & Beauchamp, 2007; Mercer, Hennessy, & Warwick, 2010).
However, there are challenges in using IWBs, like the time needed for preparation, the risk of one-sided teachingassuming clear presentations mean understanding, and the disparity in ICT skills among teachers affecting outcomes(Ruthven, 2007).
The goal of this study is to conduct a practical evaluation focusing on using IWBs in the unit on trigonometricfunctions in high school mathematics. Previous studies, such as Kemp (2005), have incorporated ICT in modeling
periodic phenomena with trigonometric functions. This study, however, focuses on using IWBs to enhance textbook
comprehension while engaging students' interest and fostering a deeper understanding of the material.

Methods
In three lessons focused on the graphs of trigonometric functions in high school, the study designs and evaluates
the effectiveness of using IWBs. The evaluation is conducted from three perspectives: students' behavior during thelessons, a questionnaire and open-ended responses collected after the 3 lessons, and a confirmation test administered
one week later. The research flow is outlined as follows (see Figure 1).
Figure 1
Research Flow
The Lesson on
Graphs ofTrigonometric
Functions● First Lesson: Basics of Graphs and Scaling in the y-axis direction● Second Lesson: Translation of Graphs● Third Lesson: Scaling in the X-axis Direction, Complex Graphs, andSummary
At the end of the lesson: Questionnaire Survey and Free Description Survey

A week later: Review Test on the Learning Content

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The subjects of this study are 30 first-year high school students. The classroom is equipped with a blackboard
and an interactive whiteboard (IWB). The IWB is installed on the left half of the traditional blackboard (see Picture1), and it is often used in conjunction with the traditional blackboard. When the IWB is not in use, the lessons can be
conducted solely with the traditional blackboard. Additionally, each student possesses a Chromebook. However,
Chromebooks will not be used in this study.
Picture 1
IWB classroom environment

Classroom PracticeThree strategies are incorporated into the lesson design. The first is to display the same coordinate plane on the
IWB as on the students' handouts to efficiently teach the graphs of sin, cos, and tan. The second is to use the traditional
blackboard alongside the IWB when teaching the principles of translation and scaling. The third is to enhance student
interest and engagement by utilizing dynamic software and YouTube.
The first lesson was conducted as follows. Trigonometric functions are more difficult compared to the linear andquadratic functions previously studied. Ultimately, students need to be able to draw the coordinate plane from scratch,but initially, it is important for them to learn to draw the graph first, leaving deeper theoretical understanding for later.
Students plotted several points on the graph and then connected them to confirm the graph of y=sin(θ). Similarly, they
confirmed the graphs of y=cos(θ) and y=tan(θ). Using dynamic software (see Figure 2), they also confirmed therelationship between y=sin(θ) on the unit circle and its graph. Following this, they plotted points on the graph tounderstand vertical stretching and shrinking intuitively (see Pictures 2 and 3).
Figure 2
An animation showing the relationship between points on the unit circle and the graph using GeoGebra (GeoGebra Team., 2024)

Picture 2, 3

The coordinate plane and plotted points displayed on the IWB (left, Picture 2) and the graph (right, Picture 3)

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The second lesson was conducted as follows. A review of the first lesson was done on the IWB, and the principlesof translation were confirmed using quadratic functions as examples. Then, students practiced drawing the graphs of
y=sin(θ), y=cos(θ), and y=tan(θ) translated by 'a' units along the x-axis. In the latter part of the lesson, the reason why
a graph of y=f(x) translated by 'a' units along the x-axis and 'b' units along the y-axis becomes y-b=f(x-a) was confirmed(see Picture 4). At the end of the lesson, an experiment with a mosquito tone was conducted.
The third lesson was conducted as follows. Building on the explanation of the principles of translation at the endof the second lesson, the principles of scaling transformations along the x-axis and y-axis were explained (see Picture5). Based on these principles, students practiced drawing the graphs of y=sin(θ), y=cos(θ), and y=tan(θ) scaled by 'a'times along the x-axis. Finally, they practiced drawing graphs that involved a combination of translations and scaling.
Picture 4, 5

Reasons for translation (left, Picture 4) and reasons for vertical scaling (right, Picture 5)

Results
The study was conducted using three methods: observing students during the lesson, a post-lesson questionnaire,
and a follow-up test conducted one week later.

Observations During the Lesson

During the lesson, students were able to draw trigonometric function graphs efficiently because the same
coordinate plane they were working on was projected onto the IWB. Additionally, there were audible reactions ofsurprise during the use of dynamic software in the first period and the mosquito tone video in the second period.
While some students found the principles of translation and scaling somewhat challenging, they made visible efforts
to understand the material.

Survey Conducted at the End of the Third Lesson

At the end of the third lesson, a questionnaire consisting of six questions using a 5-point Likert scale and an openended survey was conducted. Responses were collected on a 5-point scale. The results are as follows (see Table 1).
Positive evaluations were obtained for the use of the IWB and the dynamic software, and it can be inferred thatstudents understood the translation and scaling of graphs. However, there were challenges in explaining the principles
behind translation and scaling.
Table 1Results of the Five-Point Likert Scale Survey Conducted at the End of the Third Lesson (N=30)
Item
1 (Strongly 2 (Disagree) 3 (Neutral)
Disagree)Did the use of the IWB help your0
0
0
understanding?
Did you understand the translation of0
00
the graph?
Can you explain the reason for the2
5
9translation of the graph?
Did you understand the scaling of the
0
3
3
graph?
Can you explain the reason for the2
76
scaling of the graph?
Did the dynamic software help000
deepen your understanding?

233

4 (Agree)5 (Strongly
Agree)

3

27

12

18

13

1

9

15

14

1

4

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ICoME 2024
In the free-response survey, many comments supported the five-point Likert scale survey mentioned above, suchas "It was easy to understand the trigonometric functions by watching the videos," "The explanations using the IWB
were clear," and "I thought it was a difficult topic, but I feel like I understood it quite well."Follow-Up Test Conducted One Week Later

One week after the lesson, a follow-up test on the entire trigonometric functions unit was conducted. Two
problems related to trigonometric function graphs were analyzed: Problem 1 y=sin(x−π/2) and Problem 2y=2cos(x/2). The number of correct answers was 26 for Problem 1 and 22 for Problem 2 (see Table 2). While overall
understanding was confirmed.
Table 2

Results of Two Trigonometric Graph Problems from the Follow-Up Test Conducted One Week Later (N=30)
Problem
Incorrect
Correct
Problem 1: Draw the graph of y=sin(x-π/2)
426Problem 2: Draw the graph of y=2cos(x/2)
822Discussion
In this study, we projected the same coordinate plane as the students' handouts onto the IWB to enable efficientgraph drawing. The principles of translation and scaling were explained using both the IWB and the traditional
blackboard. Additionally, dynamic software and YouTube were used to enhance students' interest and engagement.
Observations of students during the lesson, the post-lesson questionnaire, and the follow-up test results indicatedgenerally positive understanding of graph translation and scaling in trigonometric functions. Positive feedback wasalso received regarding the usefulness of the IWB and dynamic software. However, continuous instruction is necessaryfor explaining the principles of translation and scaling.
While the IWB has many advantages, pre-prepared slides can sometimes hinder flexible interaction during thelesson. In this practice, we prioritized effectiveness and efficiency by using the IWB for graph drawing, but for
explaining principles, we used the traditional blackboard to facilitate interactive communication with students. Yılmaz
Zengin, H., Furkan, H., & Kutluca, T. (2012) conducted a comparative controlled experiment demonstrating theusefulness of the dynamic mathematics software GeoGebra. The usefulness of tools such as the IWB and dynamic
mathematics software is undeniable. However, the traditional blackboard should also be considered based on thelearning content and students' needs. The same applies to the use of tablets and traditional notebooks. It can be said
that we are in an era where lesson design must always be tailored to the actual needs of the students in front of us.

Conclusion
Although some challenges were observed, integrating the IWB and traditional blackboard effectively deepened
students' understanding of trigonometric functions without overburdening ICT use. It is essential to design lessons
tailored to the students' actual needs.
In the future, I plan to share this study's model with colleagues to develop an even more effective approach. Thisis expected to improve mathematics education quality and enhance both teachers' and students' ICT understanding
and skills.

References
GeoGebra Team. (2024). GeoGebra trigonometrical graphing tool. Retrieved July 13, 2024, fromhttps://www.geogebra.org/m/r7xxbjfg
Kemp, M. (2005). Teaching and learning trigonometry with technology. Proceedings of the 10th Asian Technology
Conference in Mathematics, 55-64.
Kennewell, S., & Beauchamp, G. (2007). The features of interactive whiteboards and their influence on learning.
Learning, Media and Technology, 32(3), 227–241.
Mercer, N., Hennessy, S., & Warwick, P. (2010). Using interactive whiteboards to orchestrate classroom dialogue.
Technology, Pedagogy and Education, 19(2), 195–209.
Ruthven, K. (2007). Teachers, technologies and the structures of schooling. In Proceedings from CERME 5: Fifth
Congress of the European Society for Research in Mathematics Education. Larnaca, Cyprus.
Yılmaz Zengin, H., Furkan, H., & Kutluca, T. (2012). The effect of dynamic mathematics software GeoGebra on
student achievement in teaching of trigonometry. Procedia - Social and Behavioral Sciences, 31, 183-187.

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Reframing Definition and Measurement of Conceptual Knowledge
in Mathematics
Shota HIGUCHI
Department of Mathematics and Science Education, Graduate School of Science, Tokyo University of Science, Japan
1724703@ed.tus.ac.jp
Yuki WATANABE
Department of Mathematics and Science Education, Graduate School of Science, Tokyo University of Science, Japan
wat@rs.tus.ac.jp
Abstract The acquisition of conceptual knowledge is required in mathematics education. However, the definition ofconceptual knowledge includes many elements, making it difficult to determine appropriate teaching methods. Therefore, we
conducted a specific classification of conceptual knowledge based on the framework of Crooks and Alibli (2014). As aresult, we could identify the conceptual knowledge that students lack. Furthermore, the productive failure approach was
identified as an effective instructional strategy for acquiring such conceptual knowledge. However, productive failure isineffective with students who don’t have confidence in mathematics. This study focused on an approach that uses scaffolding
for productive failure. We plan to implement this approach in practice in the future.

Keywords: Mathematics Education, Productive Failure, Conceptual knowledge, Scaffolding

Introduction
Understanding mathematical concepts is important (OECD, 2023). In educational psychology, understanding
mathematical concepts is called conceptual knowledge (Rittle-Johnson 2019). Acquiring conceptual knowledge
facilitates learning transfer and retention (Crooks & Alibali, 2014). However, much of the mathematical education
focuses on rote learning rather than conceptual knowledge (Jonsson et al., 2022). It is difficult to acquire conceptual
knowledge through rote learning. Therefore, it is necessary to consider a teaching method that encourage students toacquire conceptual knowledge.
Various instructional design (ID) theories are effective when designing classes. ID is models and research fields thatcombine methods to foster educational activities’ effectiveness, efficiency, and appeal (Suzuki 2005). ID emphasizes
an alignment of learning objectives, evaluation methods, and teaching methods. That is, it is necessary to consider
appropriate teaching methods based on clear learning objectives.
However, few current conceptual knowledge studies clearly define conceptual knowledge (Crooks & Alibali, 2014).
Then, Crooks & Alibali (2014) reviewed studies on conceptual knowledge and proposed a framework in which
conceptual knowledge is viewed in two aspects: “knowledge of general principles” and “knowledge of principles
underlying procedures”. However, further subcategorization is necessary to clarify appropriate teaching methods foracquiring conceptual knowledge. In addition, the framework does not reflect important research findings on concept
image (Tall & Vinner, 1981) and conceptual change (Posner et al., 1982). Concept image is visual representations,mental images, impressions, and experiences associated with concepts. Furthermore, Conceptual change is changes in
the understanding of knowledge. Hence, the framework needs to include this point.

Classification of Conceptual Knowledge
To clarify appropriate teaching methods for acquiring conceptual knowledge, the framework proposed by Crooks &Alibali (2014) was specifically categorized based on how conceptual knowledge is defined in previous studies.
Crooks & Alibli (2014) describe general principles as knowledge of rules, definitions, aspects of domain structures.
that can be known without reference to specific procedures. These can be known without relation to specificprocedures.
This definition extends De Jong & Ferguson-Hessler's (1996) definition of conceptual knowledge as "declarativeknowledge about facts, concepts, and principles within a domain. However, understanding principles is also included
in knowledge of general principle. Considering that Koedinger et al. (2012) distinguishes knowledges with and without
rationales, these should be dealt with different learning objectives.
Crooks & Alibli (2014) also state that classifying some knowledge into specific categories is included in knowledge ofgeneral principles. In psychological research, there are two main types of concepts, which can be divided into "relations
between variables" and "associations between connotation (essential characteristics of cases) and denotation (specific235

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sets of cases) (Fushimi, 1995). These indicate that conceptual knowledge also includes the ability to apply definitions
and laws to concrete cases. Then, determining whether a case is included in a concept based on the concept's
connotation and predicting changes in each case based on the relationships among variables should be treated as
different learning objectives. Furthermore, in conceptual change research, the application of incorrect rules(misconception) has been pointed out in the application of concepts (Sato & Kudo 2021). Therefore, the classificationof conceptual knowledge should distinguish with and without misconceptions.
Finally, it is useful for students to understand concepts in connection with graphical representations (Ichikawa, 2000).
Considering Tall and Vinner's (1986) research on concept image, the ability to connect definitions with correct
graphical representations should also be treated as conceptual knowledge.
Based on the above, the conceptual knowledge classified in this paper and examples of each are listed in Table 1, withfive subcategories for knowledge of general principle and two for knowledge of principles underlying procedures.

Table 1
Classification of Conceptual knowledge and example
Type

General principle
knowledge

Subcategory

ExampleDeclarative knowledge of principles(definitions, laws, rules, formulas, domain
structure)

Be able to state the definition of varianceApplication of principles to specific cases

Predict changes in variance in each caseApplication of knowledge and judgment
to cases that induce misconceptions

Correctly find the limit value of a nondifferentiable function
Explain why the formula for variance isdefined as it is
Can select the one with the largest variancefrom several given scatter plots
It is useful for integer problems totransform conditional expression into
equation is literal products equals integer.
Explain why it is.
Explain the meaning of each operation in
Euclid's reciprocal division

Rationales for Principles
Conversion of expression format

Knowledge ofprinciples underlying
procedures

Why a particular procedure is effective fora particular problem
The connection between each step of theprocedure and its purpose and rationale

Jonsson et al. (2022) pointed out that much of the mathematical education focuses on rote learning rather thanconceptual knowledge. Then, students probably do not understand rationales for principles and why certain procedures
work for certain problems. This would correspond to “Rationales for Principles”, “Why a particular procedure iseffective for a particular problem”, and “the connection between each step of the procedure and its purpose andrationale”, as shown in Table 1. Instructional approaches for acquiring these conceptual knowledge should beconsidered.
Koedinger et al. (2012) pointed out that sense-making processes can acquire these conceptual knowledges. Sensemaking is making connections among mathematical facts, procedures, ideas, concepts, and students' existingknowledge (Buenrostro & Ehrenfeld, 2023). One of the approaches included in the sense-making process is productive
failure (Loibl & Rummel 2014).

Productive Failure
In recent years, productive failure, an approach in which problem-solving involves unlearned concepts before
instruction, has attracted attention in learning sciences (Sinha & Kapur, 2021). Productive failure involves two phases:
a problem-solving phase followed by an instruction phase (Kapur & BIelaczyc, 2012). The problem-solving phaseallows students to generate multiple solutions to complex problems. The instruction phase affords opportunities forcomparing the relevant student-generated solutions to canonical solutions (Loibl & Rummel, 2014). Productive failure
significantly outperforms traditional instruction in conceptual understanding and transfer (Kapur, 2016).
Conversely, instructional strategies are generally selected based on learning objectives and learner characteristics ininstructional design. Instructional design is a field of models and research that combines methods to foster educational
activities' effectiveness, efficiency, and appeal (Suzuki, 2005).
Nishimura et al. (2017) pointed out that the way of perceiving and valuing failure influences the effectiveness of
productive failure. The way of perceiving and valuing failure is called failure beliefs. Lim & Chapman (2013) noted

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that attitudes toward mathematics have been noted to influence mathematics learning. However, few studies on
productive failure focus on the relationship between the effectiveness of productive failure and learner characteristics(Sinha & Kapur, 2021). Therefore, clarifying the relationship between developing conceptual knowledge due to
productive failure and failure beliefs is necessary.
In our previous research, to clarify the influence of learner characteristics, failure beliefs and attitudes towardmathematics on the effectiveness of productive failure, we conducted a class on productive failure for high school
students in 2023. The results suggested that the utilization-possibility of failure and self-confidence in mathematics
influence the effectiveness of productive failure. Bandura (1994) noted that students with low self-efficacy tend to giveup on tackling difficult problems. Thus, Wood et al. (1976) pointed out scaffolding reduces student frustration. This
showed that scaffolding is effective in the problem-solving phase of productive failure. In addition, Sinha et al. (2020)
also showed that failure-driven scaffolding (nudging students to generate suboptimal solutions) is suited to acquiring
conceptual knowledge. However, failure-driven scaffolding has not been tested to determine whether it is more
effective than productive failure.
The present study addresses the following research questions.
RQ: Which is more effective PF with failure-driven scaffolding or PF without failure-driven scaffolding?

Research Design & Methods
Procedure
The practice is scheduled to be conducted in October 2024. This paper discusses a practical plan.
The participants are 121 second-year high school students from Japan who have been divided into experimental andcontrol groups. The experimental group will receive instruction with PF with failure-driven scaffolding, while thecontrol group will receive Productive Failure. The content is vector. Figure 1 shows the practical plan for this study.
Figure 1
The practical plan for this study
Experimental
Group
First day

Second day

Third dayControlGroup

Pre- test / Questionnaire
PF w ith
failure- driven
scaffolding

PF

Post- test / Questionnaire

20min

50min

20min

Data
To identify learners for whom PF with failure-driven scaffolding is effective, the pre-questionnaire will use Attitude
Toward Mathematics (Tapia, 1996) and the way of failure beliefs (Nishimura et al., 2017). In the pre-test and thepost-test, we will survey conceptual knowledge. In the post-questionnaires, engagement surveys will be conducted todetermine the quality of the student's efforts in those classes.
As the method of analysis, we will compare the means of the post-tests and engagement between the two groups.
This will allow us to assess the impact of class interventions. Moreover, we will survey the impact of failure belief
and attitudes toward mathematics on post-tests and engagement in PF with failure-driven.

Future tasks
In future research, we will apply and test the practical plan in this study and present the collected data and therequirements for acquiring conceptual knowledge.

References
Bandura, A. (1994). Self-efficacy, In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior, 4, 71-81. New York:
Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. Siego: Academic Press,
1998)．

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Buenrostro, P., & Ehrenfeld, N. (2023). Beyond mere persistence: a conceptual framework for bridging perseverance
and mathematical sensemaking in teaching and teacher learning. Educational Studies in Mathematics, 114(2),199-221.
Crooks, N. M., & Alibali, M. W. (2014). Defining and measuring conceptual knowledge in mathematics,
Developmental review, 34, 4, 344-377．
De Jong, T., & Ferguson-Hessler, M. G. (1996). Types and qualities of knowledge. Educational psychologist, 31(2)：105-113
Fushimi, Y (1995). ”gainen” kyoujunoshinrigaku．kawashimashoten，Tokyo.(in Japanese)
Ichikawa, S. (2000). Promoting Verbal Descriptions of Concepts, Diagrams, and Procedures in Learning -Suggestions
and Discussion through Cases of Cognitive Counseling-. The Japanese Journal of Educational Psychology, 8(3),361-371. (in Japanese)
Jonsson, B., Mossegård, J., Lithner, J., & Karlsson Wirebring, L. (2022). Creative mathematical reasoning: Does needfor cognition matter?. Frontiers in Psychology, 12, 797807.
Kapur, M. (2016). Examining productive failure, productive success, unproductive failure, and unproductive successin learning. Educational Psychologist, 51(2), 289-299.
Kapur, M., & Bielaczyc, K. (2012). Designing for productive failure. Journal of the Learning Sciences, 21(1), 45-83.
Koedinger, K. R., Corbett, A. T., & Perfetti, C. (2012) The Knowledge‐Learning‐Instruction framework: Bridging thescience‐practice chasm to enhance robust student learning. Cognitive science, 36(5)：757-798
Lim, S. Y., & Chapman, E. (2013). Development of a short form of the attitudes toward mathematics inventory,
Educational studies in mathematics, 82, 1, 145-164．
Loibl, K., & Rummel, N. (2014). Knowing what you don't know makes failure productive. Learning and Instruction,
34, 74-85.
Nishimura, T., Seo, M., Uesaka, Y, Tanaka, E, Manalo, E., & Ichikawa, S. (2017). Development of a Scale About
Failure Beliefs in Academic Activities. The Japanese Journal of Educational Psychology, 65(2), 197-210. (inJapanese)
OECD (2019). PISA 2018 Assessment and Analytical Framework, OECD Publishing．
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception:
Toward a theory of conceptual change. Science education, 66(2), 211-227.
Rittle-Johnson, B. (2019). Iterative development of conceptual and procedural knowledge in mathematics learning andinstruction. In J. Dunlosky & K. A. Rawson (Eds.), The Cambridge handbook of cognition and education, 124-147,
Cambridge University Press．
Sato, S., & Kudo, Y. (2021). Why Is It Difficult to Achieve Conceptual Change? -Self-Contained Reasoning as a Factor
Preventing Hypothetical Judgment-. The Japanese Journal of Educational Psychology, 69(2), 135-148. (inJapanese)
Sinha, T., & Kapur, M. (2021). When problem solving followed by instruction works: Evidence for productive failure.
Review of Educational Research, 91(5), 761-798.
Sinha, T., Kapur, M., West, R., Catasta, M., Hauswirth, M., & Trninic, D. (2020). Differential benefits of explicit failuredriven and success-driven scaffolding in problem-solving prior to instruction. Journal of Educational
Psychology, 113(3), 530.
Suzuki, K. (2005). Instructional Design for e-Learning Practices (<Special Issue>Studies on Practical Use of eLearning). Japan Journal of Educational Technology, 29(3), 197-205. (in Japanese)
Tall, D., & Vinner, S. (1981). Concept image and concept definition in mathematics with particular reference to limits
and continuity. Educational studies in mathematics, 12(2)：151-169.
Tapia, M. (1996). The attitudes toward mathematics instrument, Paper presented at the annual meeting of the Midsouth Educational Research Association, 2-19.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving, Journal of child psychology andpsychiatry, 17(2), 89-100.

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Multimedia Integration Learning Transformation and its
Implications in Critical Thinking Aspect
Henny Nicolin Tambigon
Manado State University, Indonesia
hennytambigon@unima.ac.id
Shelty D.M. Sumual
Manado State University, Indonesia
sheltysumual@unima.ac.id
Djubir R.E. Kembuan
Manado State University, Indonesia
djubirkembuan@unima.ac.id
Mieke Mandagi
Manado State University, Indonesia
miekemandagi@unima.ac.id
Abstract ‘Multimedia Integration Learning Transformation and its Implication in Critical Thinking Aspects’ discusses
the concept of multimedia integration learning transformation (MILT) and its potential to revolutionise education. The
authors highlight the challenges faced by the education system in keeping up with rapid technological advances and the needto utilise multimedia technologies to improve learning outcomes. Researcher propose that MILT can improve learnermotivation, engagement and understanding, making learning more interactive and flexible. The paper also explores theimplications of MILT on education management, including infrastructure development, teacher training, content development
and curriculum redesign. It conclude that successful MILT implementation requires careful planning, investment ininfrastructure and ongoing support for educators, and has enormous potential to transform education by making it moreengaging, personalised and accessible

Keywords: MILT, Crititical thinking, multimedia, learning

Introduction
The Background of Multimedia Integration Learning Transformation as a Progress in Educational System

In this fast-paced digital era, the world of education is faced with inevitable challenges and opportunities. The main
challenge is to keep up with the rapid development of the times, where today's young generation is bombarded withinformation and technology in their daily lives. Meanwhile, the opportunity lies in the utilisation of such technology to
improve the quality of learning and create a more interesting and meaningful learning experience for learners (Huang,
et al., 2017).
One innovative solution to address these challenges and opportunities is to implement multimedia integrated learning.
This learning approach combines various types of media, such as images, video, audio, animation, and simulation, into
the teaching and learning process. Multimedia integration is believed to increase learners' motivation, engagement, andunderstanding, as well as making learning more interactive and flexible. Traditional, text-based learning methods are
rapidly evolving as multimedia technologies become more accessible and sophisticated. Multimedia encompasses avariety of media formats, including text, images, audio, video, and interactive elements. Integrating these elements into
the learning process creates a more engaging and effective experience for students.
The field of multimedia learning and cognition has expanded in parallel with theories of learning and new affordancesof technology. In particularly, we have seen an explosion in the uses of multimedia to support cognition and learning
in a variety of educational platforms that include pedagogical agents that serve as intelligent virtual tutors, simulationbased environments and multimedia game environments that present immersive learning experiences, andcommunication-based video technologies that present opportunities for communities of inquiry. This phenomenon,
known as Multimedia Integration Learning Transformation (MILT), is revolutionizing education. By understanding
the concept, benefits and implications of multimedia integration learning, it is hoped that education stakeholders, suchas teachers, principals and policy makers, can take strategic steps to integrate this learning approach into the education
system in Indonesia. This is expected to bring positive transformation in the world of education and produce a smart,creative and adaptive young generation in the digital era.

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Implications for Education Management

The adoption of MILT necessitates adjustments in various areas of education management. Here are some key
considerations:• Infrastructure Development: Schools and institutions need to invest in reliable technology infrastructure
to support multimedia content delivery and interactive learning activities.
• Teacher Training: Educators require training to effectively integrate multimedia tools into their teachingpractices. This includes content creation skills, selecting appropriate technologies, and utilizing them forassessment purposes.
• Content Development: High-quality, engaging multimedia content is crucial for successful MILT
implementation. Education management can explore partnerships with educational technology companies orinvest in in-house content creation teams.
• Curriculum Redesign: Existing curricula may need to be revised to leverage the strengths of MILT.
Huang et al. (2017) explored the use of multimedia-based teaching materials that include three view diagrams (3D) andtangible 3D materials to teach 3D modelling course. This was aimed at determining the influence of multimedia
technology in meta-cognitive behaviour of students. In addition, Davies and Cormican (2013) identified thefundamental principles needed when designing a multimedia training tool or material for effective teaching and learning.
Another research was conducted by Ilhan and Oruc (2016) The effect of multimedia tools on the performance of 67
grade 4 students of social studies in Kayseri, Turkey was presented. Teaching tool with Computer representation withtext, audio, video and animation as its components applied on a control group and an experimental group. The study
concluded that academic performance of students in social studies was greatly improved when multimedia technique
was applied as compared to traditional classroom. Overall, these studies provide strong evidence that multimediabased teaching materials and the transformation system this era can be a valuable asset in the classroom, promoting
deeper learning and improving academic performance in educational system.
Multimedia learning research is grounded in seven principles of instructional design that reduce cognitive load andenhance effective cognitive processing by paying attention to individual differences, by enhancing and processing
through two coding channels, and by providing opportunities for learning by interaction with technology (Lajoie, 2019).
The field of multimedia learning and cognition has expanded in parallel with theories of learning and new affordancesof technology. The field has supported many types of learning. Multimedia helps learners build mental models ofcomplex systems – for example, how to brake a car or how a heart works – through the use of multiple representations
that make the underpinnings of complex systems more obvious.

Research Design & Methods
This research aims to investigate the concept, benefits, and implications of implementing Multimedia Integration
Learning Transformation (MILT) in the Indonesian education system. Employ quantitative and qualitative analysis
techniques to analyze data collected through surveys and case studies. Quantitative data from surveys might involve
statistical analysis to identify trends and patterns. Qualitative data from interviews and observations will involve
thematic analysis to identify key themes and insights. Select a few schools in Indonesia that have successfully
implemented MILT. Conduct case studies by interviewing teachers, observing classrooms, and analyzing student
learning materials to understand the practical applications and effectiveness of MILT in real-world settings. By
employing a mixed-methods approach that combines literature review, surveys, case studies, and interviews, thisresearch will provide a comprehensive understanding of MILT, its potential benefits and challenges in the Indonesiancontext, and its implications for education management.

Results

The samples in this study were class XA as experimental class and class XB as the control class. Data were collectedusing test instruments in the form of questions about concept mastery and critical thinking skills that have been tested
for validity, and reliability.

Table 1 Research Design
Class (Variable)

DesignTreatment

Pre-test

Final test

ExperimentO1 X1 O2

X1

Yes

Yes

Control

O3 X2 O4

X2

Yes

Yes

X1 = Using interactive multimedia.
X2 = Using conventional learning

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Data management techniques using descriptive and statistical analyses. The increase in the results of the initial test andthe final test of mastery of concept mastery and students' critical thinking skills were calculated using the normalised
gain formula (N-gain) (Meltzer, 2002) in (Muh.Tawil, 2012:4).

𝑺𝒑𝒐𝒔𝒕 − 𝑺𝒑𝒓𝒆
𝑺𝒎𝒂𝒙 − 𝑺𝒑𝒓𝒆In this case state the final test score; states the initial test score, and states the maximum score. The N-gain level criteria
can be seen in table 2 below:
Table 2 N-Gain Level Category
Limitations
Categoriesg > 0,7high0,3 ≤ g ≤ 0,7
mediumg < 0,3low𝒈=Comparison of N-gain scores between the experimental and control classes was tested using the t-test at a significant
level of 5% after going through the normality test and homogeneity of data variance.
Experimental Class Thinking Skills Data and Control Class using multimedia
Histogram image of critical thinking skills data each indicator of experimental class and control class are as follows:

Figure 1 Result for Critical Thinking skills in Class for 2 variables
Test results and the final test of critical thinking skills resulted in an experimental class N-gain of 66% and the control
class by 54% The average N-gain for the experimental class and control class are categorised as medium. Based onthese data, it can be seen that the average N-gain for the experimental class is higher than the control class.
Based on the t-test results, it was found that there is a significant difference between the improvement of criticalthinking skills of the experimental class and control class with a value of tcount = 3.32> t table = 1.671, this indicatesthat the use of multimedia critical thinking skills in the experimental class and the control class. This indicates that theuse of interactive multimedia interactive multimedia is more effective in improving critical thinking skills than learning
without interactive multimedia. The existence of an increase in critical thinking skills after the use of interactive
multimedia shows that there is an the effect of using interactive multimedia on the increase.

Discussion

According to Munadi (2015), there are several advantages and disadvantages of interactive multimedia. advantages anddisadvantages of interactive multimedia as learning media include: (1) The advantages of interactive multimedia are:(a) Interactive meaning that this multimedia programme is programmed or designed to be used by students individually(self-study), (b) Providing an affective climate individually individualised means that it is more affective in moreindividualised way, never forgetting, never bored, very patient in running the programme. never bored, very patient incarrying out instructions, as desired, (c) Increase motivation to learn (d) Provide feedback (response) and (e) Sinceinteractive multimedia is programmed for self-learning, the control of its utilisation is independent learning, the control
of its utilisation is entirely up to the user.
The role of multimedia also promotes interactivity during the learning process and is appropriate for children or
students in primary schools with high curiosity. (Dollah Abdillah & Hussain Munir, 1995; Shakila Che Dahalan, 2015),
is integrated during the learning process using multimedia, interactivity is an important factor. According to Warsita(2008), interactive means the purpose of two-way communication or something that is action-oriented, active andinterrelated, and reciprocal. Thus, the interaction of the word interaction is very synonymous in the world of education
where collaborative methods and constructivism engage students actively instead of just listening to teachers'
explanations. Through interactive learning students have the opportunity to ask questions, answer questions, come up
with ideas and do assignments given by the teacher individually or in groups. This way of learning focuses on theprocess but does not emphasize it the result that students gain knowledge through their own experience rather thanmemorizing techniques
Multimedia technologies offer vast potential for enhancing personalized learning experiences. By leveraging the power

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of multimedia, educators can create dynamic, interactive, and engaging learning environments that cater to diverse
learning styles and promote individualized learning journeys. Interactive learning platforms, video-based learning,
gamification, adaptive learning systems, mobile learning, personalized feedback and assessment, as well as collaborative
multimedia projects, are all avenues through which the benefits of multimedia can be harnessed.
The integration of multimedia technologies in personalized learning experiences has the capacity to transform
education, making it more accessible, engaging, and effective. As technology continues to advance, it is crucial for
educators and stakeholders in the field of education to embrace and leverage multimedia to its fullest potential. By
doing so, they can unlock new possibilities for personalized learning, empowering learners to thrive in a rapidly
evolving digital landscape.
The process of learning and passing on knowledge from teachers to multimedia-based students should cover all aspects
related to specific techniques, strategies, methods, tools and resources. When methods, resources and programs are
tailored to the student's learning level such as how to present the lessons and the steps involved in learning activities,
the student's academic achievement and attitude change. Using multimedia teachers can redefine the areas that need
to be emphasized. Instead of using this multimedia material, students are free to explore, move and use their entire
senses. At the beginning the history teacher should guide students to access information from multimedia
encyclopaedia or materials from the internet and then manipulate the information collected. Transformations andimprovements made to the subject can foster critical thinking, problem solving, authentic learning experiences andbuild student knowledge through social interaction.
In terms of teacher preparation and skills it is necessary to use multimedia that meets the curriculum requirements andsupports an approach to the teaching and learning process in the classroom which can be seen in the teaching andlearning aspects of multimedia student teaching. It is the wisdom of teachers to apply computer technology andlearning aids by making various innovations to be successful as a scientific medium to their targets. Also, when teachers
are planning for a teaching process first the teacher needs to ensure that the technology is in good working order sothat the activities that the students will carry out are not interrupted and that they do not meet the objectives. Thismeans that individual or group learning shows that students enjoy using multimedia, which learning is fast, that they
can see and have an active communication environment that motivates students and that they can provide instantfeedback.

Conclusion

Multimedia Integration Learning Transformation holds immense potential to transform education by making it moreengaging, personalized, and accessible. However, successful implementation requires careful planning, investment ininfrastructure, and ongoing support for educators. By proactively addressing these considerations, education
management can ensure a smooth transition and reap the benefits of MILT for students and educators alike. The
integration of multimedia technology in education has significant implications for education management. Byleveraging these technologies, educators can create engaging, personalised and accessible learning experiences thatmeet the diverse needs of learners. This approach not only improves educational outcomes but also supports the digitaltransformation of educational institutions, positioning them for success in the modern education landscape.

References

Davies, W., Cormican, K., (2013). An analysis of the use of multimedia technology in computer aided design training:towards effective design goals. Procedia Technol. 9, 200–208.
Huang, T.C., Chen, M.Y., Lin, C.Y., (2017). Exploring the behavioral patterns transformation of learners in different
3D modeling teaching strategies. Comput. Hum. Behav. 92, 670–678.
Ilhan, G.O., Oruc, S., (2016). Effect of the use of multimedia on students' performance: a case study of social studies
class. Educ. Res. Rev. 11 (8), 877–882.
Lajoie , S. P. (2019). Developing professional expertise with a cognitive apprenticeship model: Examples from avionics and medicine. In
K. A. Ericsson (Ed.). Development of professional expertise: toward measurement of expert performance and design of optimallearning environments. New York: Cambridge University Press.
Mudani, Yudhi. (2015). Media Pembelajaran. Jakarta: Gaung Persada (GP) press.
Shakila Che Dahalan. (2015). Penggunaan teknologi maklumat dan komunikasi dalam kemahiran pemikiran sejarah
oleh guru pelatih. Tesis Sarjana, Fakulti Pendidikan, Universiti Sains Malaysia

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Exploring the Relationship between Web Third-Person Effect of
Misinformation and Critical Thinking Disposition
Hinako KUDO
University of Yamanashi, Japan
g23dim01@yamanashi.ac.jp
Ryosuke ONODA
University of Yamanashi, Japanronoda@yamanashi.ac.jp
This study aimed to investigate the occurrence of the Web Third-person effect (WTPE) in the reception and disseminationof misinformation and explore its relationship with critical thinking. Participants (N = 520) evaluated the impact of
misinformation on oneself, close others, and distant others and their likelihood of sharing misinformation. They also
completed the Critical Thinking Disposition Scale. Results demonstrated WTPE in both the reception and disseminationof misinformation, with a stronger effect observed for distant others than close others. Furthermore, aspects of criticalthinking disposition, such as “inquiry-mind,” “objectiveness,” and “evidence-based judgment,” could be linked to theattitudes of critically judging others’ online behaviors. Conversely, “awareness for logical thinking” could be linked to theattitude of strictly reflecting own behaviors.

Keywords: Critical thinking disposition, Misinformation sharing, Misinformation spreading, Social
networking service, Web Third-person effectIntroduction
With the popularization of receiving and disseminating information through social networking services (SNS), thespread of misinformation has become a serious social issue. How individuals perceive their own and other users’
attitudes toward misinformation is an important aspect of studies on misinformation. Davison (1983) introduced thethird-person effect (TPE) and posited that individuals tended to perceive others (third persons) as more susceptible tomedia messages than themselves. However, recent web media, such as SNS, have crucially different characteristics
from traditional media in that users can generate and share information. Therefore, the term Web Third-person effect(WTPE) was adopted (Antonopoulos et al., 2015) as it focused on web media.
Research has demonstrated that the social desirability of the messages is a key component of TPE. Individuals tend tooverestimate the influence of media messages on others when they perceive them as socially undesirable, such as
pornography, TV violence, and gambling (Perloff, 2002). Conversely, they tend to perceive the impact of sociallydesirable messages on them more or equally compared with others. Regarding misinformation, TPE emerged owing
to the social undesirability of being a victim of misinformation (Ştefăniţă et al., 2018). Research has demonstrated thepresence of WTPE related to receiving misinformation, with individuals perceiving others as more prone to believing
misinformation than themselves (Ştefăniţă et al., 2018; Yang & Tian, 2021). In studies on TPE, self-enhancement need
(Gunther, 1995) is considered a key theoretical base that underpins the effect of social desirability on WTPE.
Individuals are motivated to maintain and enhance their positive self-image by believing that they are cognitively
sophisticated than others. Since sharing information is a main activity for users of web media, self-other discrepancies
in the estimation of sharing misinformation might also have emerged. However, studies have not sufficiently examined
this aspect. This study seeks to fill this gap and examines the self-other discrepancy in the evaluation of the likelihoodof sharing misinformation, called “WTPE in the dissemination of misinformation.”
Social distance is a significant variable for the WTPE. In considerable research, individuals perceived that media
messages more greatly influenced those who are distanced from them. This also stems from the aspect of the selfenhancement need. According to the social identity theory (Tajfel & Turner, 1979), individuals tend to emphasize theirsimilarities with socially close others and differences from socially distanced others. Therefore, they are likely to favorclose others to enhance and maintain a positive self-image. This study considers social distance and compares theperception of self, close others (family and friends), and distant others (the general public), following Antonopoulos
et al. (2015) and Ştefăniţă et al. (2018).

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In addition, critical thinking is an important factor associated with the spread of misinformation. It is the ability to
examine and analyze content to understand and assess values, assumptions, and logical connections, rather than simply
taking propositions at face value. Improving critical thinking may be an effective intervention for preventing the spreadof misinformation on the Internet (Ecker et al., 2022; Pennycook et al., 2021). According to Hirayama and Kusumi(2004), critical thinking disposition comprises four sub-factors: awareness for logical thinking, inquiry-mind,
objectiveness, and evidence-based judgment. This study uses this framework and examines the association between
the WTPE and four subfactors of critical thinking disposition.

PurposeThis study aims to (1) investigate the occurrence of WTPE in the reception and dissemination of misinformation and(2) explore its relationship with critical thinking disposition.

Research Design & Methods
Participants and Procedure

We recruited 520 participants (aged 20-49 years, M = 35.45, SD = 8.48; 260 men and 260 women) via an Internet
survey tool, Freeasy, operated by iBRIDGE Corporation, Japan. All data were collected online.

Measurements

Web Third-person effect The WTPE measure comprised 18 items. To measure WTPE in the reception of
misinformation, participants rated items that pertained to the impact of misinformation on themselves, close others,
and distant others. Evaluation of the impact of misinformation on oneself was measured via three items: “Fake news
attracts my attention,” “The content of fake news is persuasive to me,” and “Fake news influences my decisions.”
Responses were rated on a 7-point scale that ranged from 1 (not at all) to 7 (very). Regarding the evaluation of the
impact of misinformation on close and distant others, the questions replaced “my/me” with “my family and friends,”and “the general public,” respectively. This measure was adopted from Yang and Tian’s study (2021) and expanded toevaluate others’ susceptibility to misinformation. To measure WTPE in the dissemination of misinformation,
participants rated items that pertained to the likelihood of themselves, close others, and distant others sharing
misinformation. Evaluation of the likelihood of themselves sharing misinformation was measured via three items: “I
may share misinformation knowing it is inaccurate,” “I may share misinformation without checking its accuracy,” and“I may share misinformation believing it is accurate.” Responses were rated on a 7-point scale that ranged from 1 (notat all) to 7 (very). Regarding the evaluation of the likelihood of close and distant others sharing misinformation, thequestions replaced “I” with “my family and friends” and “the general public,” respectively.

Critical thinking disposition Participants completed the Critical Thinking Disposition Scale (Hirayama & Kusumi,2004), which comprised 18 items that assessed awareness for logical thinking (five items), inquiry-mind (five items),
objectiveness (five items), and evidence-based judgment (three items). Responses were rated on a 5-point scale that
ranged from 1 (not at all) to 5 (very).
Demographic Participants reported their age and gender.

Ethical considerations
This study was approved by the Ethical Review Committee of the University of Yamanashi. Participants were
informed of the survey and their consent was obtained.

Results
Preliminary analyses

All data were analyzed using R version 4.3.0. Reliability coefficients for the three items of the impact of misinformation
were sufficient: self (ω = .93), close others (ω = .91), and distant others (ω = .89). Therefore, “self-score,” “closeothers score,” “distant-others score” were calculated by additionally averaging the three items: M = 3.14, SD = 1.50,
M = 3.39, SD = 1.45, and M = 4.02, SD = 1.36, respectively. Reliability coefficients for the three items of the likelihoodof sharing misinformation were also sufficient: self (ω = .92), close others (ω = .92), and distant others (ω = .90).
Therefore, “self-score,” “close-others score,” “distant-others score” were calculated by additionally averaging the three
items: M = 3.17, SD = 1.53, M = 3.51, SD = 1.47, and M = 4.11, SD = 1.46, respectively. The reliability coefficientsof the subscales of the Critical Thinking Disposition Scale were also adequate. Therefore, each score was calculated byadditionally averaging the items of the subscale: awareness for logical thinking (ω = .67, M = 2.84, SD = 0.81), inquirymind (ω = .89, M = 3.12, SD = 0.89), objectiveness (ω = .89, M = 3.30, SD = 0.67), and evidence-based judgment (ω= .89, M = 3.40, SD = 0.83).

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Web Third-person effect

To assess the Web Third-person effect (WTPE) in the reception of misinformation, we conducted an ANOVA witha within-participants design (self/close-others/distant-others score for the impact of misinformation). Results revealed
the main effect of the score, F (2, 519) = 133.37, p < .001, Gη2 = .06, 95%CI[.05, .08]. Multiple comparisons indicatedthat self-score was significantly lower than close-others (p <.001) and distant-others (p <.001) scores. Furthermore,
the close-others score was significantly lower than the distant-others score (p <.001).
Similarly, to assess WTPE in the dissemination of misinformation, we conducted an ANOVA with a withinparticipants design (self/close-others/distant-others score for the likelihood of sharing misinformation). Results
revealed the main effect of the score, F (2, 519) = 126.40, p < .001, Gη2 = .06, 95%CI[.05, .08]. Multiple comparisonsindicated that self-score was significantly lower than close-others (p <.001) and distant-others (p <.001) scores.
Furthermore, the close-others score was significantly lower than the distant-others score (p <.001). Therefore, WTPEs
were involved in both the reception and dissemination of misinformation, with a stronger effect observed for distantothers compared with close others.

Relationship between WTPE and critical thinking disposition

To examine the relationship between critical thinking disposition and WTPE in the reception of misinformation, we
conducted multiple regression analyses with close- and distant-others scores for the impact of misinformation as
dependent variables, and self-score, age, and gender as control variables. The four factors of the Critical Thinking
Disposition Scale were utilized as independent variables. Results revealed that close-others score had a significant
negative association with awareness for logical thinking (b* = -.07, p = .038, 95%CI[-.14, -.01]) and significant positive
associations with inquiry-mind (b* = .09, p = .032, 95%CI[.01, .17]) and evidence-based judgment (b* = .12, p = .006,
95%CI[.03, .20]). Furthermore, distant-others score had a significant negative association with awareness for logicalthinking (b* = -.18, p < .001, 95%CI[-.27, -.10]) and significant positive associations with objectiveness (b* = .13, p= .013, 95%CI[.03, .24]) and evidence-based judgment (b* = .29, p <.001, 95%CI[.19, .39]). No significant associations
were observed between the other variables.
Similarly, to examine the relationship between WTPE in the dissemination of misinformation and critical thinking
disposition, we conducted multiple regression analyses with close- and distant-others scores for the likelihood ofsharing misinformation as dependent variables, self-score, age, and gender as control variables, and the four factors of
the Critical Thinking Disposition Scale as independent variables. Results revealed that close-others score had asignificant negative association with awareness for logical thinking (b* = -.07, p = .026, 95%CI[-.13, -.01]) and asignificant positive association with inquiry-mind (b* = .12, p = .002, 95%CI[.04, .19]). Results also revealed that distantothers score had a significant negative association with awareness for logical thinking (b* = -.14, p = .002, 95%CI[-.23,-.05]) and a significant positive association with evidence-based judgment (b* = .32, p <.001, 95%CI[.21, .43]). No
significant associations were observed between the other variables.

Discussion
This study demonstrated that participants perceived close and distant others to be more vulnerable to misinformation
than themselves. Thus, in line with studies, such as Ştefăniţă et al. (2018) and Yang and Tian (2021), the Web Thirdperson effect (WTPE) in the reception of misinformation was confirmed. Furthermore, participants perceived that
distant others were more susceptible to misinformation than close others. This result was consistent with the ideas ofthe effect of social distance on WTPE (Antonopoulos et al., 2015; Ştefăniţă et al., 2018).
This study extended the perspective of WTPE and revealed the WTPE in the dissemination of misinformation in thatparticipants perceived that close and distant others were more likely to share misinformation than themselves. This
could be interpreted as social desirability and self-enhancement need in a similar manner as WTPE in the reception of
misinformation. People may see sharing misinformation as socially undesirable. Hence, they tend to perceive
themselves as less likely to take such an action to maintain or enhance their positive self-image. In addition, this study
demonstrated that participants perceived that distant others were more likely to share misinformation than close others.
The effect of social distance on TPE in the dissemination of misinformation could also be explained by the social
identity theory (Tajfel & Turner, 1979) and self-enhancement need. People may perceive that close others are less likely
to share misinformation than distant others to maintain and enhance their positive self-image.
This study also suggested that the relationship between WTPE and critical thinking disposition may not be
straightforward. However, each subfactor of critical thinking disposition had a different association with WTPE.
“Awareness for logical thinking” had significant negative associations with close- and distant-others scores for boththe impact of misinformation and the likelihood of sharing misinformation. Hence, higher attitudes toward thinking

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logically may be linked to perceiving the self as equally or more susceptible to misinformation than others. A possible
interpretation is that it may encourage people to strictly reflect on their own online behaviors, in which they tend toturn critical thinking disposition toward the self. In contrast, “inquiry-mind” had significant positive associations withclose-others score for the impact of misinformation and the likelihood of sharing misinformation. “Objectiveness”
also had a significant positive association with distant-others score for the impact of misinformation. Furthermore,“evidence-based judgment” had significant positive associations with close- and distant-others scores for the impactof misinformation and distant-others scores for the likelihood of sharing misinformation. These results suggested thathaving a higher inquiry mind, thinking from an objective perspective, and judging things on an evidence-basis may belinked to perceiving others as more susceptible to misinformation than oneself. Inquiry-mind, objectiveness, andevidence-based judgment could promote the attitudes of critically judging others’ online behaviors, in which people
tend to turn critical thinking dispositions toward others. Thus, even among SNS users with high critical thinking
disposition, their estimation of self and others’ vulnerability to misinformation may differ based on the direction of
their critical thinking disposition toward the self or others.

Conclusion
This study investigated the Web Third-person effect (WTPE) in the reception and dissemination of misinformation.
Results revealed that people tended to consider that others were more influenced by and shared misinformation thanthemselves. Furthermore, they tended to perceive distant others (i.e., the general public) as more vulnerable tomisinformation than close others (i.e., family and friends). This study also examined the relationship between WTPE
and critical thinking disposition. Aspects of critical thinking disposition, such as inquiry-mind, objectiveness, andevidence-based judgment, may be linked to the attitudes of critically judging others’ online behaviors. Conversely,awareness of logical thinking may be linked to attitudes that strictly reflect one’s own behaviors.

Acknowledgment
This study was supported by JST SPRING (Grant Number: JPMJSP2133), JSPS KAKENHI (Grant Number:
JP24K06497), and Okawa foundation (Grant Number: 23-15).

References
Antonopoulos, N., Veglis, A., Gardikiotis, A., Kotsakis, R., & Kalliris, G. (2015). Web Third-person effect in structural
aspects of the information on media websites. Computers in Human Behavior, 44(C), 48–58.
Davison, W. P. (1983). The third-person effect in communication. Public Opinion Quarterly, 47(1), 1–15.
Ecker, U. K. H., Lewandowsky, S., Cook, J., Schmid, P., Fazio, L. K. Brashier, N., Kendeou, P., Vraga, E. K., &Amazeen, M. A. (2022). The psychological drivers of misinformation belief and its resistance to correction.
Nature Reviews Psychology, 1, 13–29.
Gunther, A. C. (1995). Overrating the X‐rating: The third‐person perception and support for censorship of
pornography. Journal of Communication, 45(1), 27–38.
Hirayama, R., & Kusumi, T. (2004). Effect of critical thinking disposition on interpretation of controversial issues. The
Japanese Journal of Educational Psychology, 52(2), 186–198.
Pennycook, G., Epstein, Z., Mosleh, M., Arechar, A. A., Eckles, D., & Rand, D. G. (2021). Shifting attention toaccuracy can reduce misinformation online. Nature, 592(7855), 590–595.
Perloff, R. M. (2002). The third-person effect. In Media effects (pp. 499–516). Routledge.
Ştefăniţă, O., Corbu, N., & Buturoiu, R. (2018). Fake news and the third-person effect: They are more influenced thanme and you. Journal of Media Research, 11(3), 5–23.
Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin & S. Worchel (Eds.),
The social psychology of intergroup relations (pp. 33–47). Brooks/Cole.
Yang, J., & Tian, Y. (2021). “Others are more vulnerable to fake news than I Am”: Third-person effect of COVID-19
fake news on social media users. Computers in Human Behavior, 125, 106950.

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After Effects of Misinformation on the Internet Following 2024
Noto Peninsula Earthquake: Preliminary Study on Newspaper
Articles and their Educational Potential for the Senior Generation
Ryo Saito
Tohoku University, Japanryo@tohoku.ac.jp
Yoko Noborimoto
Tokoyo Gakugei University, Japan
noborimt@u-gakugei.ac.jp
Tatsuya Horita
Tokoyo Gakugei University, Japan
horitan@u-gakugei.ac.jp
Overcoming misinformation on the internet is one of the major issues facing the world today. Japan frequently confronts thisissue of misinformation on the internet. The 2024 Noto Peninsula Earthquake also led to widespread misinformation. For
those who are out of school, especially seniors, opportunities to learn how to deal with internet misinformation are relatively
limited compared to those available to younger generations. Seniors are the primary readers of newspapers in Japan. The
study examined the potential role of newspapers in educating the senior generation. The study collected articles dealing withthe earthquake and misinformation published by two Japanese newspapers. Descriptive statistical data revealed that the
number of articles has declined over the months. A preliminary content analysis at newspaper company A showed that
articles on strategies (how to behave as a citizen) are fewer compared to other articles. This study further reports future
directions.

Keywords: Content Analysis, Misinformation, Newspaper, Senior Generation, 2024 Noto Peninsula
Earthquake

Introduction
The issue of misinformation has likely existed since the dawn of history. Even in times when people lived in small
communities, they must have generated misinformation and communicated with each other. However, this issue took
on new dimensions with the advent of the printing press, radio, and television, and more recently, the proliferation of
the internet. This study first explains the relationship between information receivers and senders before and after the
spread of the internet, and the impact of this change, particularly in relation to the problem of misinformation during
disasters. Thereafter, the study positions itself and outlines its purposes and methods, reporting on the conductedsurveys, results, and discussions.
Before the internet, the distinction between information senders and receivers was straightforward compared to theperiod after the internet, which will be discussed later. Information senders were those who transmitted information
through newspapers, radio, and television, while receivers were those who consumed this information. However, theproliferation of the internet advanced the issue of misinformation to a new stage. The spread of the internet
transformed information receivers into information senders (as illustrated in Figure 1A).
The internet enabled ordinary citizens, beyond just those working in mass media, to disseminate information, allowing
anyone to freely provide information at any time. For the citizens, it has become commonplace to share informationin various media formats on platforms such as Instagram, X (formerly Twitter), and Facebook, reaching an unspecified
large audience.
This era, where all of humanity can disseminate information, might be seen as bringing positive effects to society fromthe perspectives of freedom and equality. It can also be said that there were benefits during and after disaster responses.
Even in past disasters, despite having both advantages and disadvantages, people have benefited from this capability.
However, during the 2024 Noto Peninsula earthquake, the disadvantages became particularly pronounced.
During the 2024 Noto Peninsula earthquake, misinformation became a significant issue, just as it had in past
Japanese disasters such as the Kumamoto earthquake, but it reached an even larger scale. There were, forexample, multiple posts requesting help from non-existent addresses on X. Additionally, another issue on X wasmeaningless retweets aimed at gaining impressions. These problems arose during the 2024 Noto Peninsula

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Figure 1
Information Sharing Flow in Old and New Media (A), Amount of Educational Experience Among Citizens (B), andInformation Posting Flow in New and Old Media After Time Elapsed Since Disaster Occurrence (C)earthquake, presenting us with significant challenges (as illustrated conceptually in Figure 1C). The chances tosave lives immediately after a disaster are currently being closed off.
The Japanese government is attempting to implement measures to address this issue. Among these national
efforts, practical approaches are needed to educate citizens on how to develop media literacy skills to respond tosuch problems. However, these efforts might reach the elderly generation to a very limited extent, unlike theyounger generation (as illustrated in Figure 1B). Considering that the elderly are particularly vulnerable during
disasters and likely lack sufficient training in using new media, it is urgent to develop appropriate and swift
approaches to address this issue from the perspective of saving lives in crisis situations.
What kind of measures could effectively help the senior generation acquire a kind of media literacy in our society?
This study focuses on the educational role of newspapers. In Japan, the elderly are a significant portion ofnewspaper subscribers compared to other age groups, and thus there is a potential for newspapers to have astrong educational impact. Before examining this educational effect, this study first aims to collect and organize
articles related to misinformation published in the four months following the most recent major earthquake inJapan, the 2024 Noto Peninsula earthquake.

Methods
The analysis focused on articles from two newspapers (A and B). Articles were collected from January 1 to April 30.
The keywords used for the article search were set as “earthquake AND (misinformation OR false information OR
inaccurate information OR fake news OR fact-check[地震 AND (デマ OR 偽情報 OR 誤情報 OR フェイクニュ
ース OR ファクトチェック) in Japanese]).”248

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Figure 2
Trends in the Number of Articles

Results and Discussion
As a result of the search, a total of 25 articles were obtained from Newspaper A, and 17 articles from Newspaper B.
In both newspapers, the number of articles was highest in January and then decreased in the following months. For
content analysis, articles that were irrelevant or inappropriate for the current study were identified. As a result, six
articles were deemed outside the scope of this study (for example, indexes or unrelated content). Next, the remaining
articles were categorized as either those describing strategies for individuals to deal with misinformation or those that
did not (for example, articles explaining the mechanisms of misinformation or those discussing the issue of
misinformation on social media during the Noto Peninsula earthquake). As a supplementary note, these proposed
strategies are considered to function as an educational aspect for newspaper readers.
Although there are limitations to classification by a single person, six articles were categorized as being related to
strategies. The proposed strategies included the following: (s1) Do not spread information until it is verified, (s2)Consult reliable alternative sources, (s3) Do not react immediately, (s4) Consider the appropriateness of spreading theinformation, (s5) Be aware of specific past examples of misinformation, (s6) Verify information especially when driven
by prosocial emotions (as the spread of information is often motivated by such emotions).
As described above, this study examined the trends in the number of articles and conducted content analysis for one
newspaper company. Regarding the number of articles, it was confirmed that they indeed decreased over time, similar
to the concept of memory decay in psychology. Furthermore, in terms of content analysis, it was found that articles
discussing strategies were even more limited among those related to misinformation. Additionally, it was discoveredthat not all the strategies identified in this study were proposed in a single article. This study originally focused on the
educational role of newspapers. The assumption was that the presence of educational aspects would be determined bywhether the articles included content related to strategies. Under this assumption, it was suggested that the discussionof individual-level responses to misinformation in newspaper articles may have significant potential for further
development.
Finally, the limitations and future directions of this study are discussed. First, the content analysis was conducted witharticles from only one newspaper company. Future research will include content analysis of articles from both targetedcompanies. Second, the validity of the content analysis is a limitation. In this study, a single rater judged the presenceof strategies and identified them. To enhance the validity of the results, future studies will involve more than one raterin the content analysis. Third, while this study focused on the presence of strategies as the direction for content analysis,other classifications are possible. Future research will explore the educational potential of articles from perspectives
other than strategies. Fourth, although slightly outside the scope of this study, discussing practical communication
methods to deal with misinformation is an important direction for future research. In the future, we aim to deepen
discussions on the educational role of newspapers for the elderly in a more practical manner.

Note
In this study, ChatGPT-4 (paid version) was used to translate from Japanese to English.

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Developing a System for Visualizing and Evaluating Information
Collection in Inquiry Learning
Alexander Maas
Tohoku Gakuin University, Japan
alexander.maas@mail.tohoku-gakuin.ac.jp
Yoko Noborimoto
Tokyo Gakugei University, Japan
noborimt@u-gakugei.ac.jp
Fumie Niwai
Aoyama Gakuin University, Japan
t23963@aoyamagakuin.jp
Shota Itagaki
Miyagi University of Education, Japans-ita@staff.miyakyo-u.ac.jp
Tadashi Inagaki
Tohoku Gakuin University, Japan
tinagaki76@gmail.com
Tatsuya Horita
Tokyo Gakugei University, Japan
horitan@u-gakugei.ac.jp
When students engage in inquiry learning, they need to gather resources using a variety of methods and are often required
to compile these into a reference list along with their completed product. However, it is difficult for teachers to grasp the
progress being made before the submission of the final product and even then, understanding the references used by thestudents’ can be difficult to visualize. The original Reference Management System was developed to help students organize
their collected references and allow their teachers to view their progress and references at any time. While the system candisplay the collected references, visualization and evaluation of the references remains difficult. This paper proposes several
additions to the Reference Management System to aid in quick and informative reference visualization and evaluation tounderstand at a glance the state of the resource collection process.

Keywords: Information Collection, Inquiry Learning, System Development, Visualization

Introduction
In inquiry learning, it is necessary for information to be gathered through a variety of methods, including books, theWeb, and interviews, in order to solve a problem which was set by the learner (Ministry of Education, Culture, Sports,
Science and Technology, 2008). Traditionally, the type of information that learners collect and refer to when compilingthis information into products has been determined by extracting relevant descriptions from their portfolios or bychecking the reference lists of the products. This makes it difficult for teachers to properly grasp the situation andprovide guidance and support when learners are collecting information. It is also problematic for teachers and thelearners themselves to grasp the scope of the information collected thereby complicating the matching of learners who
are working on related topics or supporting the application of the information of this joint learning. Therefore, in thisstudy, the web-based system is being developed while focusing on the following three points: (1) the visualization of
the process of information collection by learners and how this changes over time, (2) to understand the themes/areasof information collected by learners and to visualize its expansion, and (3) to visualize not only the status of informationcollection by individual learners but also the status of information collection in any given group or class. Furthermore,when visualizing the collected information, the system will be linked to various open data via APIs to streamline theinput process and automatically classify the information. This paper outlines (a) improvements made to the systemfrom its predecessor, the Reference Management System, as well as (b) the implementation method used to realize (1),(2), and (3).

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BackgroundTo date, little research has been conducted which attempts to visualize and evaluate resources gathered by students
prior to the presentation stage of inquiry learning and few systems have been developed to assist with the organizationand display of the gathered information. For evaluation of gathered resources, Nemoto (2012) conducted an inquiry
learning competition and the learning process used by the students was analyzed. Among these analyses was aninvestigation into the reference lists of the students who won the competition. While the reference list of a completed
product can be analyzed based on the information contained within, this does not help teachers to guide students
during the learning process itself.
For visualization, Kasai (2000) proposed to color-code the collected references via the use of “mediagraphycards” to better see the types of resources which students’ used while conducting their investigations. Building on thisidea, Noborimoto et al. (2017) designed the Reference Management System to assist students and educators manage
the resources gathered during the inquiry learning. A downside of both of these approaches is how they depend on
students inputting correct classification information for the resources they used. This puts the burden of correctly
recording the resources’ information on students (and the teachers responsible for checking their work) and limits thekinds of visualizations which can be achieved.
Furthermore, Rieh et al. (2016) reviewed the literature on the relationship between learning and information
seeking and pointed out the need for systems that can support interactions with various types of information during
the process of critical and creative learning (i.e., inquiry learning). To assist students and teachers with both the ongoingevaluation of gathered resources and to properly visualize that information, a new system, which will be built upon the
Reference Management System framework and is tentatively called RefViz (short for Reference Visualization), is
proposed which will be capable of semi- or fully automated information retrieval and storage while also allowing for avariety of visualizations to be creatable based on this expanded volume of information for the students’ gathered
resources.

Improvements already made to and planned for the system
RefViz has already undergone several improvements over its predecessor, the Reference Management System. Firstly,is the integration of the OpenBD API for automated collection of bibliographic data for written works via an ISBN
search function. This saves the students time, since they will not need to find all the relevant information manually,and ensures accurate data is recorded. To complement this API integration, a camera function for reading ISBN
numbers from barcodes was also implemented. According to Human Rights Education and Student Guidance
Division (2024), approximately 20% of students from 4th grade elementary to 3rd grade senior high school within
Okayama Prefecture use smart phones, tablets or computers to interface with software and applications related to theirstudy. With all students now having access to a computer thanks to the GIGA School Project (MEXT, 2023), thecamera reader is an easier way for students to input an ISBN number on their devices. The ability to create reference
lists in a customized MLA style (to the specifications of the testing high school’s teachers) was also added to theexisting functionality allowing students to not only record their references but to simply create a properly formatted
reference list. Finally, the user interface (UI) was changed to account for the many users who access the system via
devices with smaller screen sizes. The system detects the size of the user’s screen and displays the appropriately
formatted layout to the user.
Further improvements to the system are also planned to add new functionality and further improve existing
functions. The first of these planned functions will be the ability to link the service with Google accounts and Gakushu
e-Portal, a digital learning environment for elementary and secondary schools within Japan which was designed tofacilitate interoperability of different software and to make better use of various educational data (ICT Connect 21,2024). This linkage will enable the system to determine the schools which students and teachers belong to and allow
for, at the discretion of both schools, inter- and intra-school groups to be easily formed. Additional API integration
into the system is also planned, such as CrossRef, J-Stage, CiNii and GoogleScholar, to further enhance the datacollection process and provide additional information for reference visualization and evaluation (Maas et al., 2024).
The ability to set and change “tags” for each reference will also be added which will allow for more customized
classification and organization of the references and inclusion of certain references in certain group products.

Visualization and Evaluation of referenced sources
In addition to the new features introduced above, it is planned to incorporate various visualization and evaluation
functionality to RefViz to assist students, groups and teachers to better understand the references that are being used.
As per Inagaki et al. (2024), there are four main areas which can be visualized from the gathered information, the typesof media used, the difficulty of the media, the main themes present in the media, and a time series of when the sourceswere found. While the Reference Management System can display the types of resources gathered by individual
students in table form, it currently lacks the ability to create groups of students and therefore cannot show the progressof the group as a whole or an individual’s contribution to that group. It also only shows a summary of the gathered

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resources at the current point in time and doesn’t not attempt to show any deeper patterns which may exist in thecollected resources. An example group researching the effect of Buddhism on the development of a town is shown infigure 1. The figure shows the pace of resource collection over the 4 weeks (Timeline plot) before breaking that down
into the types of media which the students gathered (Media plot). To demonstrate what could be possible from theextra data collected via API implementation, the “books” category is further analyzed, showing the themes which werecovered by the books the students found (Themes plot).
Figure 1
Example visualization of Group A’s resource collection progress showing a timeline of when the resources werecollected, the types of media, and the themes covered by the “books” media.

When compiling their references for inclusion in a reference list, various reference styles (such as MLA or
APA) are often requested depending on the school or teacher overseeing the project. Manually creating this list is timeconsuming and often requires a guidebook to ensure that the style is being correctly followed. While the existing system
can output the selected references in an MLA format, it is planned to incorporate more reference styles via theutilization of Citation Style Language (CSL) files. The time saved by automating the formatting of the reference list
can then be spent by teachers and students to ensure other aspects of the inquiry learning is being conducted efficiently.

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Additionally, a search function will also be added where students and teachers can search created references by various
fields such as author, title or tag.

Conclusion
During inquiry learning it is necessary for students to gather resources from various sources to support theirinvestigation. However, the status of this data collection prior to the completion of the final product and submissionof a reference list is murky and difficult for the teacher guiding the students to understand. The existing ReferenceManagement System took a step in the right direction by allowing students to record their resources in a central location
and an organized manner. Teachers can view the resources collected by students at any stage of the process and give
advice as needed. Several weaknesses in the existing system have been identified and a newly proposed system, RefViz,aims to address these weaknesses. It will assist both students and teachers with the collection, storage and display ofvarious resources found during inquiry-based learning activities by individual students or any group of students, show
visually the types of resources which have been collected and when they were collected and allow the teacher to more
quickly grasp the status of all their students or groups thereby optimizing the efficiency and timeliness of their guidance.
Since it is currently unknown which visualizations will be the most beneficial to the students and teachers, RefViz will
be developed and tested during classes to gather feedback on how better to adapt it to the needs of the users.
Acknowledgments. This work was supported by CSTI and the 3rd period of the Cross-ministerial SIP Program"Creation of new ways of learning and working in a post-COVID-19 era" Grant Number JPJ012347 (Funding
agency:JST).

References
ICT Connect 21. (2024, March 28). [Gakushū ePo-taru] Matome Pe-ji [“Learning e-Portal” Summary Page].
https://ictconnect21.jp/document/eportal/
Inagaki, T., Maas, A., Niwai, F., & Noborimoto, Y., (2024). Tankyū gakushū ni okeru jōhō shūshū purosesu no kashika hōhōno kentō [Consideration of visualization methods for the information collecting process in inquiry learning][Manuscript submitted for publication]. The 1st Study Group Meeting of 2024 of JAEMS.
Kasai, Y. (2000). Mediagurafi-ka-do o mochiita jōhō riterashi- kyōiku [Use of Mediagraphy Cards in Information Literacy
Education]. Joint Conference on Educational Technology, 6(2), 271-272.
Maas, A., Inagaki, T., Noborimoto, Y., Niwai, F., Itagaki, S., & Horita, T. (2024). Exploring API Services to Enhance
Information Collection in Inquiry Learning [Manuscript submitted for publication]. The 45th Annual Conference of
JSET.
Ministry of Education, Culture, Sports, Science and Technology. (2008). Chūgakkō gakushū shidō yōryō (Heisei 29-nen
kokuji) kaisetsu: sōgōtekinagakushūnojikan-hen [Course of Study for Lower Secondary Schools: Guidelines of Period
for Integrated Studies]. https://www.mext.go.jp/component/a_menu/education/micro_detail/__icsFiles/
afieldfile/2019/03/18/1387018_012.pdf
Ministry of Education, Culture, Sports, Science and Technology. (2023). Ryōwa 4-nendo gakkō ni okeru kyōiku no jōhōka
no jittaitō ni kansuru chōsa kekka (gaiyō) [Survey results on the current state of information technology in educationin schools in FY2022 (summary)]. https://www.mext.go.jp/content/20231031-mxt_jogai01-000030617_1.pdf
Nemoto, A. (2012). Tankyūgakushū to toshokan: shiraberugakushūkonku-ru ga motarasukōka [Inquiry Learning and Libraries:
The Benefits of Inquiry Learning Competitions]. Tokyo: Gakubunsha.
Noborimoto, Y., Itagaki, S., Ito, S., & Horita, T. (2017). Media no tokusei o fumaeta jōhō shūshū o sokushin suru seito-mukesankō bunken kanri shisutemu no kaihatsu to hyōka [Development of a Bibliography Managerial System for Students
Who are Forward Information Gathering Based on the Characteristics of Media]. Japanese Society for Informationand Systems in Education, 34(3), 261-273. https://doi.org/10.14926/jsise.34.261
Human Rights Education and Student Guidance Division. (2024). Ryō wa 5-nendo sumātofon-tō no riyō ni kansuru jittai chōsa
no kekka ni tsuite [Results of the FY2023 Survey on the Use of Smartphones, etc.]. Okayama Prefectural Boardof Education. https://www.pref.okayama.jp/uploaded/life/854646_8771294_misc.pdf
Rieh, S. Y., Collins-Thompson, K., Hansen, P., & Lee, H. J. (2016). Towards searching as a learning process: A review
of current perspectives and future directions. Journal of Information Science, 42(1), 19-34.

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Implementation of the Civic Education Curriculum for Pre-service
Teachers
Hoseung Byun
Chungbuk National University, Korea
hobyun@cbnu.ac.kr
Jongyeun Lee
Chungbuk National University, Korea
jonglee@cbnu.ac.kr
Hyeji Kil
Chungbuk National University, Korea
eudhj@cbnu.ac.kr
Yujin Chang
Chungbuk National University, Korea
ychang@cbnu.ac.kr
Seung-hyeon Choi
Chungbuk National University, Korea
paideia@cbnu.ac.kr
Hyunju Kim
Chungbuk National University, Korea
khju73@cbnu.ac.kr
Sein Shin
Chungbuk National University, Korea
seinshin@cbnu.ac.kr
The need for civic education is growing. Korea’s Ministry of Education and the Korea Research Foundation supported afour-year project to strengthen the civic education capacities of pre-service teachers. The purpose is to foster prospective teachers
to equip with civic education capabilities and lead a harmonious community. The project team specified the keywords as‘conflict, understanding, and coordination.’ Over the past four years, the project group has developed and offered four liberalarts courses, improved and operated 77 courses. The prospective teachers were encouraged to participate in personality tests
for self-understanding, write book reviews, attend special lectures, get involved in voluntary activities, and etc. Taking actions
to become change agents of local community was considered a model example of civic engagement.

Keywords: Civic Education, Pre-service Teachers, Curriculum Development

Introduction
Background
There is concerns about the narrow focus on reading, math, and science and the importance of civic education is beingemphasized (Levine & Kawashima-Ginsberg, 2017). Due to the development of technology and advent of diverse
society, Korea's Ministry of Education and the Korea Research Foundation supported a four-year project to strengthen
the civic education capacities of pre-service teachers. Six out of 13 education universities and 6 out of 46 education
universities were selected to receive budget support for four years.
What is civic education?
It is an education that improves the capacity of a democratic citizen so that independent citizens with critical thinking
skills can respect the values of democracy and coexist with each other. Various topics such as human rights, equality,
peace, environment, and media literacy can be the content of democratic citizenship education, but civic education is
not just about acquiring the knowledge of education by these topics, but is a comprehensive education that enhances254

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civic values, attitudes, and capabilities and expands them to participation and practice. <Comprehensive Plan for
Revitalizing Democratic Citizenship Education, 2018.11>
In the background of these initiative lies the assumption that individual diversity will prevail in the future society, andconflicts between people, organizations, and countries are to be amplified due to gush of various opinions and interests.
The overarching goal of the project is to equip prospective teachers with civic attitude and skills plus the ability toeffectively teach them to their pupils. The key theme of the project was ‘conflict, understanding, and coordination,’
which is to serve with programs to deal with conflict situations. As stated by McIntosh and Youniss (2010), politicalengagement in a democracy ‘almost always involves some levels of conflict (p.28)’, and decisions are rarely madeunanimously.
The following are the aspects of education that the team focused on.
First, improvement and development of curriculum for training teachers in civic education. In order to equip futureteachers, the education system to train them should be structured as such.
Second, application of teaching-learning methods suitable for civic education. Prospective teachers learn the teaching
methods that are known to be effective in civic education field, and the most effective ways is to be taught in thatmanner.
Third, sharing and spreading excellent civic education curriculum to other institutions and schools. Exemplary cases
should be documented and disseminated to other institutions and schools to accelerate new findings and experiences.
Three areas, civic knowledge and skills, civic values and dispositions, and civic behaviors, were the focus ofdevelopment (Howard, 2001). The following elements of successful programs for young adults were employed (Finlay,
et al., 2010): (1) an explicit civic orientation and opportunities, (2) mentoring by supportive adults, (3) structured
guidelines and encouragement for completion, (4) diverse social networks, and (5) a clear focus on young adults.

Methods
Harmony-CHAMP competencies were identified through related literature research, experts FGI, teacher workshops,
and diagnosis of 37 subjects (major, liberal arts, and teaching). The project team specified the keywords as ‘conflict,understanding, and coordination’ and the Harmony-CHAMP framework was laid out as to control the overall process
and execute it. Five capabilities (components), strategies, and process were established (see Table 1).
Figure 1
Civic education curriculum development and dissemination framework

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Results
Following are some of the main outcomes of the projects.
First, 38 faculty members out of 72 (53%) and 412 (45%) students out of 912 participated in the project throughout 4
years. Four courses were developed and 77 were modified to adapt civic elements into the courses. The developed
courses are Citizenship Education through Art, Conflict Society and Citizens, Citizen Education Practice in the Ageof Diversity, and the Citizens Science for a Sustainable Society.
Second, application of ‘self-understanding’ based civic education through personality strength test was implemented.
It is crucial for an individual who is the starting point of civic education to understand one’s representative personality
strengths and use them in educational practice activities (class guidance, student guidance, peer and relationship withsupervisors or supervisors) to create a system in which individual’s sustainable development and civic education
development ultimately complement each other.
Third, various extracurricular activities were introduced. Civic education book report, lectures, film festivals, book
discussion club, education policy proposal presentation contest, mentoring school students, CE teaching contests,
visiting local civic activist groups, oversee outreach, and etc. Student participation in local office of education’s policy
improvement and discussion with the superintendent was one of the representative cases. Videos of teachers sharing
their expertise were filmed and uploaded on YouTube.
Table 1 is the summary of the project results.
Table 1
Project goals and results.
Criteria
Developed
Courses
Modified
CoursesFaculty
participation
Student
participation
DisseminatedeventsCoursesatisfaction
Extra-curricularsatisfaction

Unit

1st year

2nd year

3rd year

4th year

Goal Results

Goal Results

Goal

Results

Goal

Results

Courses

2

2

1

1

1

1

0

0

Courses

18

18

24

24

22

22

13

13

%

20.0

33.8

30.0

49.3

30.0

53.5

35.0

57.1

%

-

18.3

18.5

17.5

18.7

35.7

18.8

40.7

Events

2

7

3

6

5

8

5

5

%

-

-

82.5

95.2

85

100

90.0

100.0

%

80.0

100.0

82.5

90.9

85

100

90.0

100.0

Discussion
The number of participating professors and participating students continued to increase over the four-year period. In
particular, in the fourth year, 13 departments adopted the ‘Change Maker’ activity, a follow-up program that helps thecommunity through the enactment of necessary self-governing regulations within the department and on campus,
increasing students’ efforts to improve their understanding of citizenship and contribute to the community in relation
to their community.

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The results of the project are mostly ‘tangible’ outcomes that could be evaluated by the authorities who funded the
project. However, to the faculty who are involved with the project and the students who actively participated in the
project testify that the impact of it is huge. The importance of civic education has made an influence on the prospective
teachers that CE is indeed indispensable in future education. Furthermore, CE was officially reflected on thespecialization strategy and project content of the College of Education mid-to long-term development plan.

Conclusion
The funded project ended after four years of implementation. Even after the end of the project, CE is embedded in
the courses content and methods in the teacher education program. The programs that had contributed to enhancing
the capacity of pre-service teachers such as education policy proposal presentation contest need to be operated in asustainable manner.

References

Ministry of Education (2018). Comprehensive Plan for Revitalizing Democratic Citizenship Education. Ministry of
Education, Korea.
Levine, P. & Kawashima-Ginsberg, K. (2017). The Republic is (Still) at Risk—and Civics is Part of the Solution. A
briefing paper for the democracy at a crossroads national summit. Jonathan M. Tisch College of Civic Life, Tufts
University, p.4-5.
Howard, J. (2001). Service-Learning Course Design Workbook. Michigan Journal of Community Service Learning,
Summer 2001.
McIntosh, H., & Youniss, J. (2010). Toward a political theory of political socialization of youth. In L. R. Sherrod, J.
Torney-Purta, & C. A. Flanagan (Eds.), Handbook of research on civic engagement in youth (pp. 23–41). John
Wiley & Sons, Inc.. https://doi.org/10.1002/9780470767603.ch1

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Connecting learning to daily lives through transformation ofworldview in creative activities
Yoshiro Miyata
Chukyo University,Japan
miyata@sist.chukyo-u.ac.jp
Nalin Tutiyaphuengprasert
Darunsikkhalai School for Innovative Learning, KMUTT, Bangkok, Thailand
nalin.tt19@gmail.com
Abstract: We examine two workshops we designed and conducted for connecting learning to daily lives and to thesociety: one in which college students created what they needed using trash, and another in which company workers
were engaged in creative collaboration in team works. In both workshops, the participants learned to transform theirview to more fluid and connected one. We discuss implications for education in terms of the importance ofengagement in creative activities with actions on real materials and people. We suggest that lectures and instructions
tend to facilitate more fixed and detached worldview while active actions and concrete materials tend to facilitate more
fluid and connected worldview. We discuss some implications of these analyses for connecting learning experienceswith daily lives and with the society.

Keywords: Connected Learning, Creative Collaboration, Fixed vs. Fluid Worldview, Workshops,
Reflection

Introduction
Learning detached from daily lives and the society
To prepare our students to face many issues of global scale, such as the climate crisis and destruction of naturalenvironments, education should try to connect their learning with what’s happening in the world in a global scale aswell as with what they are doing in daily lives (Miyata, et al., 2019). However, in many educational settings, including
school classrooms and workshops the learning experiences are often detached from global issues as well as from theirexperiences in daily lives. One problem is that in schools, knowledge is often given to the students as something fixedand cannot be created or changed by them. They tend to create a boundary between the world and themselves andlearn that the world is something that they cannot change by their actions. Well-designed workshops could integrate
body, heart and mind in learning to facilitate active learning about the environment and the community. However,they often have the limitation that the learner tends to attribute the experience to the special quality of the learning
environment, and as a result creates a boundary between the learning experience and his/her daily life making it difficult
to find meaning of the learning experience in everyday life.

Workshops
We have designed and conducted many workshops to connect students with the global world (Miyata, 2013) and withthe local community (Miyata & Ho, 2017). In this paper, we will present and analyze some workshops with creative
activities in which boundaries were crossed to connect the learning experiences with daily life as well as the society.
We will also illustrate that creating something meaningful in one’s daily life could transform one’s worldview from a
detached and fixed one into a more connected and fluid one in which they feel their potential to change their daily
lives as well as the society.

Designing Everyday Things
We conducted a workshop (Miyata & Suzuki, 2022) in which a total of about 300 college students in Japan designed
and created many kinds of things they needed in daily lives, from bookshelves and lanterns, to presents for family,using wastes at home such as plastic bottles and cardboards. Their reflections revealed that their experiences ofdesigning and making one thing using wastes have transformed their view of the world.
To a survey before the workshop, most students replied that they buy most of the things they use daily, and that they
don’t create them because they did not think they could make anything useful and creating things would not be fun.

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After the workshop which consisted of four weekly meetings and creative activities at home, many of them reflectedthat they enjoyed the experience, especially the process of designing and creating with trials and errors. Also, most ofthem liked what they created because they could design and keep improving as they used them to match their tastes.

Many of them reflected that they used to think that things are either useful, or useless, and therefore things theyfinished using were useless and to be thrown away. However, after the experience of creating something useful using
trash many of them reported that they started to view things that they finished using not as trash but as something
they could make into useful things. Some of them mentioned that “trash” was only a concept they had created in theirminds but did not exist. Many of them mentioned that they realized that they could contribute to the society by notthrowing away “trash” and thereby reducing carbon emissions in burning or processing them.

Digital Team Transformation Workshop
Background and setting of the learning environment“In our shift work environment, sometimes it feels like living in a narrow cave. I had never seen the big picture of thecommunity. I had never seen the picture of this organization.” an employee of a large conglomerate company reflected
in a conversation about his work context. Silo working environment is a common challenge for many organizations.
Breaking down complex processes into small tasks is a common solution in work distribution, however, it creates thegap between departments that affect continuity, coherence and collaboration in work process. These reflections
illustrate how workers in large organizations are trapped into narrow worldview detached from outside their small
sections and therefore cannot understand the meaning of their works but feel unable to change their work
environments.

Learning by Play and Co-constructing an almost impossible task!
Digital Team Transformation workshop (Tutiyaphuengprasert, 2018) is a 4 days workshop provided by Darunsikkhalai
School for Innovative Learning in Bangkok. This workshop was designed to allow participants to learn about collective
leadership, collaboration and digital thinking. According to the school’s main learning philosophy of Constructionism(Papert, 1980), the facilitator designed a workshop that allows learners to create concrete projects to learn.
This workshop assigned complex tasks to the community of 20-30 learners in each class. Nobody can achieve this task
alone. Participants will need to think and solve problems together in order to accomplish the task. Everyone
contributes something to the group challenge which is Rube Goldberg machines. The Rube Goldberg machine is along line of connecting contraptions that create continuous movement of the objects from the beginning of the line
to the end of the last contraption. The workshop creates constructionist “rich learning” environment (Papert & Harel,1991) where learners will feel like playing in constructing something challenging together. Participants are divided into
teams of 2 people. Each team creates the contraptions under provided conditions; use of a microcontroller, showing
basic six simple machines, and use of a secret object (a random object that learners will need to creatively integrate therandom object into their contraption). With a time limit of 12-13 hours to finish and limited resources, this creates somuch challenge for the participants.

Learning and working: learn how we act and relearn to react in project-based learning context

Besides the challenge of the project, in group work situations, participants will also encounter challenges in working
styles. Facilitators encouraged learners to take this opportunity to learn about different working styles in people. 4
types of leadership had been presented as prompts for participants to observe in real life situations. As they work, plan,
design, discuss and face problems, participants are assigned to observe and try to understand different types of traits.
At the end of the day, facilitators set time for reflection. The group conversation will discuss both the progress of the
project and the challenges they faced and what they had learned. These are some reflections from participants.

“I learned that people are different, and we can adjust ourselves according to the people we’re working with. I learned
to be less “fixated” in the way we think and act. If we understand the differences, we can unstuck and be flexible forour team.”“I learned to trust other people. I had never worked with him before. I felt unsure how we could co-create this together.
I normally will give instructions to the team exactly what we will do. But this time, I can’t tell my teammate what todo. I have to trust him when we have only a general idea about what we want to make but we can’t give the details.
We both need to try and improvise in many things. However, it turned out that our work was very impressive andmuch better than I thought it should be.”259

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Participants learned to face the challenge and suspend their judgment and learn to observe to understand instead ofreacting to situations so quickly. In the workshop situation, participants get to apply, try new strategies, and learn fromnew concepts in real world contexts. Knowledge has been integrated in real life situations. Hands on learning has
developed awareness and experience of how it looks like and feels like when they are using this knowledge in realsituations.

Living lessons: knowledge is relevant to real life

Participants are also introduced to grounding practice. Grounding is a short meditation practice in which participants
will learn to reconnect with their body, calm their mind with sitting and breathing. As learners walked through toughchallenges, instead of getting stressed and stuck with the problem, facilitators invited participants to learn to take alittle break from the task and practice grounding together. Facilitator leads grounding practice at the beginning of every
gathering. Then following up with a short check-in from everyone to reconnect the community together. The
workshop aims to show everyone an alternative way to work, to live, to rest, to learn together in the process and invite
everyone to try this new lifestyle in the workshop. At the end of the workshop, participants chose to reflect about
grounding in many ways.
“I like grounding. I would like to bring it back to my life and my team. It helps refresh our mind in every time we startsomething or when we are facing a problem. When the machine got stuck, we reset them. Our mind needs to be reset,
too.”“I also would like to bring grounding and check-in back to my team. It’s interesting and important to connect everyone
together to know how everyone is doing before getting into the work.”
Instead of teaching and lecturing instruction or philosophical concepts on the slides to teach, the facilitator can design
a situation that allows participants to “use” and to “learn” the knowledge in the act. Learners can actually “try” andsee its result from direct experience.

An effective reminder in a real-world challenge.
After attending the workshop, memories of the tough and successful Rube Goldberg project still remain in the mindof participants. From the interviews, participants still discuss how the powerful experience in this workshop has
impacted their work and how they respond to the world, especially when they are facing challenges.
“I still encountered problems but I had changed the way I responded to it. Those memories reminded me to think of
the common goal instead of focusing on who is right or wrong. It reminded me to think of the common goal, what
will be the most beneficial to our clients. Then we adjusted ourselves and worked together as a team.”, a short interview
with a nurse who had attended the workshop once and still works in the same hospital.
Interesting and emotional experiences can last long in our memories. This learning environment effectively helps
learners to understand the content and creates new impressions about difficult problems and alternative ways to copewith the challenges. In real life, the problems are still there but they now have the second thought to remind them tostop and think of the situation, reframe the problems and generate alternative responses.

Discussion
Fluid vs. Fixed View of the WorldIn the world we live in, there are natural things as well as artificial things. The natural world can be characterized as
basically fluid. Living things like plants and animals, including us humans, grow, die, and become soil to nurture thenext generation. Water drops as rains, flows as rivers into the ocean, some nurturing many life forms, and some may
evaporate to make more rains. Even rocks and mountains are never permanent. In contrast, we tend to treat artificial
things as fixed: for example, automobiles, home appliances, and other tools and devices that we use daily are notsupposed to change their shapes and functions or at least they are usually designed not to change (although some may
argue that old Japanese temples were designed to change as the materials age). However, they are made of natural
materials and therefore will eventually change and when they can no longer function as designed, they become
unusable. Animals, plants and all living things, when they die, are decomposed and regenerated as new life forms, but
artificial things are in general not designed to be decomposed and used for new purposes, or we treat them that way.
In an industrialized society, most of us are surrounded by artificial tools that are designed to make our lives convenient
but using these tools may lead us to have “fixed worldview” in which we believe that they are given to us, and we are
not supposed to change them. When we finish using them or they are no longer usable, they become “trash” without
any value. We will discuss implications of our workshops by examining what kind of learning the people involved in260

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these workshops experienced. We try to focus on the change in how they view the world and what processes led tothese changes.

Designing Everyday Things
In the Designing Everyday Things workshop, the reflections by the students indicated that their fixed world view could
be made more fluid in two senses: Firstly, through the experience of turning what they thought was useless could beturned into something meaningful for them, they learned that artificial things around them are not fixed but can betransformed by their actions. Secondly, they seemed to have learned from the experience that their everyday lives areconnected with the society at large and their actions can actually contribute to the society. Overall, their view of therelation between themselves and the rest of the world was transformed from a detached and fixed one into a moreconnected and fluid one. These observations indicated that their world view has changed from one in which their
daily lives were detached from the society into one in which things they use daily, and their daily behaviors were partsof the society tightly connected with each other.

Digital Transformation Workshop
In the Digital Transformation Workshop, the participants’ reflections often suggested that in their daily work
environments the workflow tends to be fixated to make it more efficient. But this seemed to have led them to focus
on what was right or wrong. Also, it seemed to have minimized communication and collaboration, and made it difficult
to understand each other among the team members.
During the workshop, the participants made many comments to suggest that such fixated way to view their works wastransformed into more fluid one in which they learned to focus on the common goal, rather than what was right orwrong, and learned that people had different approaches to their works.
It is interesting that many participants reflected that “grounding” practice was effective in “resetting” their mind, andhelped them “unstuck” themselves and free their minds from states fixated on a problem and find new paths. These
reflections indicate that calming down their minds and reconnecting with heart and body with grounding helped totransform their worldview from fixed and detached one to more fluid and connected one.
In both workshops, the participants learned to transform their worldview to more fluid and connected one, notthrough lectures on some conceptual theories or instructions, but through concrete actions on real materials andpeople. This suggests that lectures and instructions tend to facilitate more fixed and detached view while concrete
actions tend to facilitate more fluid and connected view. In fact, real materials and people are basically fluid andlectures and instructions are basically fixed. In the conference, we would like to discuss implications of these analyses
for connecting learning experiences to daily lives and to the society.

References
Miyata, Y., & Suzuki, M. (2022). No Boundary for Authentic Learning through Everyday Creativity. Proceedings of theInternational Conference for Media in Education, pp. 300-304.
Miyata, Y., (2019). Re-Designing Design - Design Principles Based on Historical Analyses of Human Emotions andValues. Proceedings of the International Association of Societies of Design Research Conference 2019.
Miyata, Y. & Ho, A. (2017). World Connection Project - Hong Kong Youths Meet Nature in Japan -, International
Journal for Educational Media and Technology, Vol.11, No. 1, pp.108-115
Miyata, Y. (2013). Nurturing creative mindsets in the global community. In Cultures of Creativity - Nurturing creativemindsets across cultures, LEGO Foundation.
Papert, S. (1980). Mindstorms. New York: Basic Books.
Papert, S., & Harel, I. (1991). Situating constructionism. constructionism, 36(2), 1-11.
Tutiyaphuengprasert, N. Applied Constructionism: Critical Reflection and Learning Through Play in Adult
Learning. Constructionism 2018, 727.

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A Study on Media for Learning Experimental Practices
in a Community of Practice
Norihiko Kimura
Keio University, Japannkimura@sfc.keio.ac.jp
Takashi Iba
Keio University, Japaniba@sfc.keio.ac.jp
This study investigates the function of media in enhancing learning by sharing the quality of experience within communities
of practice. Through empirical observations and theoretical analysis, we illustrate a plausible story that explains the functionsof a learning medium focused on sharing the quality of experience. Focusing on a case study of a community of practice invalue-creating marketing, the findings highlight the importance of Reflective Writing, where practitioners document theconnections between actions and outcomes. Such knowledge, recorded in the medium, benefits future practices. Our study
concludes that Reflective Writing serves as an essential learning medium, facilitating the sharing and learning of experimental
practices within large communities of practice.

Keywords: Communities of Practice, Experimental Practice, Reflection, Experimental Learning,
Quality of Experience

Introduction
Communities of practice has been an important concept in the study of learning environments that facilitate practical andexperiential learning. Initially proposed by Lave & Wenger (1991), this concept presents a perspective of learning as aprocess of legitimate peripheral participation, which involves direct engagement in practice. For example, a daughter grows
up observing her mother at work as a midwife, an apprentice carefully watches a master tailor at their craft to learn the
trade, or a sailor learns to steer a ship through hands-on experience. In such relatively small groups, media for learningor communication were not discussed as problematic due to the scale that allowed for direct interaction.
However, when discussing communities of practice in larger or more dispersed groups, as represented by cases likethose discussed by Wenger et al. (2002), media becomes a significant issue. For instance, the means of communication
among internationally dispersed members in global companies (Hildreth et al., 2000) or networking between
communities of practice within schools and those of external experts (Yamauchi 2003) have been discussed. These
cases are just a few examples, but it can be said that the media for interaction among community members has been
investigated.
This study particularly focuses not on the media for such interactions, but on the media that share the quality of experience,
as described by Dewey (1938). According to him, what is important for education and learning is to arrange qualitative
present experiences that lead to desirable future experiences. Additionally, Jarvis (2012) highlights that the experiences
which particularly serve as criteria for learning are those characterized by experimental and creative actions. This study
refers to such actions as experimental practices.

This study aims to capture and illustrate the form of media within communities of practice that facilitates the sharing
and learning of experimental practices, based on the case studies and theoretical considerations introduced below.

Research Design & Methods
Case: Community of Practice on Value-Creation Marketing
This study conducted a case study on the community of practice on WAKUWAKU Aesthetics of Business (hereafterreferred to as WAB). WAB is a community of practice that learns the business theory and methods developed by its
founder, Yuji Kosaka (Ph.D. in Informatics). These are based on Affective Engineering and are known as value-creation
marketing. Value-creation marketing is a practice field that follows the principle that “sales are created by customer

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behavior.” It involves creating and appropriately conveying affective information that becomes valuable to thecustomer, thereby encouraging their behavior. Over 1,500 small and medium-sized business owners from all overJapan participate as members, representing all industrial categories. Since its inception in 2000, WAB has been active
for 24 years.
This community is particularly interesting because it has cultivated its own unique media for knowledge management.
WAB publishes a monthly medium called “Practice Information Journal” (hereafter referred to as the Journal). This Journal
contains two types of documents. One type is the practice reports shared by WAB members, detailing what they havepracticed in their own stores or offices. Each document ranges from 1-2 pages for shorter reports to over 10 pages
for longer ones. Each issue of the Journal includes 8-10 reports, totaling about 40-50 pages. The other type of
document is commentary on the practice reports, written by two mentors, including Kosaka. These commentaries
amount to about 15-20 pages.
The process of publishing the Journal and delivering it to members is as follows. Members write reports about theirpractices to share their experiences and submit them to the WAB office by the monthly deadline. Currently, around
100 to 150 reports are submitted each month. All submitted documents are read by the mentors, who then select thereports deemed valuable to share with the entire community. For each selected practice report, commentary from theperspective of value-creation marketing is written. The commentary and the selected reports are compiled into themonthly Journal, which is then delivered to all WAB members.

Observed Subjects and ApproachThis study investigates the media for sharing the quality of experience by combining empirically observable facts fromthe Journal and theoretical concepts that can explain the underlying logic of those facts. This approach of combining
empirical observation with theoretical concepts is called logical compound synthesis in social sciences (Itami & Numagami,1992). The goal of this paper is to present a theoretical hypothesis that can logically explain the reality of the media forsharing the quality of experience.
The subjects of observation were 30 issues (30 months) of the Journal published over the five years from 2016 to
2020. The reports and commentaries included in these issues totaled 268 entries, amounting to over 1,300 pages.
Although WAB provided all the Journals, it was difficult to cover the entire period due to the vast amount of data, so
we limited our focus to the aforementioned period. Nevertheless, we judged that this sample size was sufficient forour purpose.
In the following sections, we first observe the reports written by the members to investigate (1) whether what they are
writing about can indeed be considered experimental practices, (2) how they are writing about these practices byanalyzing the textual indicators, and (3) theoretically examine the functions of the Journal as a learning medium.

Results
Characteristics of Experimental Practices in the Community
First, we observed the practices described in the reports to investigate in what sense the practices shared in thiscommunity can be called experimental. For this analysis, we used the KJ Method as a qualitative research method (Satoet al., 2019). We derived textual features from the reports to make cards, clustered these cards, and mapped out thesemantic structure of the practices. In this process, we randomly selected 30 documents from the target period, made90 cards, and conducted the clustering.
As a result, we were able to map out three semantic structures: the italicized phrases are keywords derived through the
KJ Method. First, their practices can be described as habit-changing trials, where they engage in new challenges different
from their usual routines to improve the current situation. For these trials, they have goals and hypotheses about theapproaches to achieve them: in this sense, their practices are conducted based on goal-oriented hypotheses. To achievethese, they employ creativity grounded in Kata, meaning they exercise creativity based on the fundamental manners ofvalue-creating marketing they have learned in this community.
Practices that exhibit these three semantic structures can be considered experimental practices in the sense that they
are new attempts made in relation to hypotheses. Not all practices carried out within a community of practice arenecessarily experimental. As Jarvis (2012) noted, it cannot be ignored that not all practices lead to learning. Therefore,
it is meaningful to empirically verify through this approach that the practices (reports) shared in the learning media areindeed experimental practices that can lead to learning.

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Report Elements: Descriptions of Action-Outcome Relationships
Next, we examined how practitioners write reports to share their experimental practices and described the structureof the texts. Since the Journal is the most important learning material for WAB, it is significant to verify the information
structure of the reports published in it. Upon investigation, we discovered the following structure present in all thereports (the capitalized words indicate the structure). TITLE: The theme of the report is indicated. CONTEXT: The
background of the practitioner and the circumstances leading to the practice are described. ACTION: What thepractitioner did based on the hypothesis. OUTCOME: Finally, the results and insights from the practice are presented.
In the context of this study, it is particularly notable that the descriptions of Actions and Outcomes are extensive anddetailed. For example, consider the following report. In a cleaning store, the owner not only provides cleaning services
but also sells food and goods at the storefront. Noticing that a particular product had poor sales for two consecutive
years, he hypothesized that “customers might not be aware of this product’s existence.” To address this issue, he placed
the product not only on the shelves but also at the checkout counter and displayed promotional POPs. As a result, hestarted getting customer responses, and sales increased fivefold compared to the previous year. This series of events isdetailed, including photos and data. While this is just one example, all reports share this structure, describing the
Actions taken based on hypotheses and their Outcomes.
It is notable that the practitioners not only provide detailed descriptions of Actions and Outcomes but also analyze
and identify the relationships between them. For example, in the case mentioned above, he examines how the heightat which the product is placed (Action) affects customer responses (Outcome). As observers, we cannot regard thepractitioners’ detailed descriptions as self-evident. This is because they could also simply choose to report, “I did this”
and “I got these results,” without further analysis. Additionally, considering the busy schedules of business owners, it
is surprising that they have the incentive to write such detailed practice reports.
It seems that the learning function realized by this learning medium is embedded here. How can we explain thepractitioners’ writing that connects Actions and Outcomes?

Reflective Writing
A theoretical concept that effectively explains the above empirical observations is Dewey’s (1916) concept of reflection.
According to him, reflection is not merely recalling or remembering what was experienced, but rather discovering thespecific relationships within the experience. These specific relationships refer to the connection between the active
and passive aspects inherent in the nature of the experience (Figure 1). In other words, reflective thinking involves
discovering the link between doing something and undergoing the results of that action.
The importance of reflection in learning lies in the fact that the knowledge about the actions and results, connected
through the reflective thought process, steers future experiences. According to Dewey (1938), the quality of anexperience has both an immediate aspect, such as present pleasure or discomfort, and a future aspect, which influences
subsequent experiences. He refers to the latter aspect, stating that it is the educator’s business to arrange for suchqualitative experiences. At the core of this business is reflection (Dewey, 1916).
Figure 1
Reflection connects the active and passive aspects of experience, based on Dewey (1912)

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Paraphrasing the above theoretical concepts into our empirical observations, we can explain it as follows. The
practitioners at WAB are not merely reporting the facts of what they experienced through their practices. They are
exploring the connections between the active aspects (Actions) and the passive aspects (Outcomes) of their practices
and reporting these discoveries; in other words, they are reporting records of reflective thinking. These findings
become knowledge that serves as a basis for future practice decisions for both the authors of the reports and othermembers who read them.
Thus, the reports they write embed reflection, which is why this Journal functions as a medium that enhances learning
within this community. If the reports were composed solely of facts about whether the practice succeeded at thatmoment, the quality of experience that steers future practices would be compromised, and it would not lead to learning.
Consequently, the community would not have been able to sustain its learning and knowledge management for over
20 years. Based on the above, we would like to conceptualize their community’s Journal as a generalized learning
medium under the term Reflective Writing.

Discussion
Up to this section, we have explored the learning media of the community of practice that shares the quality ofexperience through empirical observations and theoretical considerations of the reports in WAB. Finally, we willconsider the different functions of this media for the learners who participate in it.
One such function is providing opportunities for learners to deliberate their practices. In small groups where media is
not necessary, learning through practice occurs directly, and the emphasis may be on what Schön (1983) calls reflectionin action. However, in learning mediated by media, there is an inevitable distance from the practice, which increases
opportunities for reflection on action. Dewey (1916) stated that the experiences of reflection “make thinking itself into
an experience” and create opportunities for learning. In this sense, Reflective Writing can be considered to serve thefunction of generating deliberative experiences in large communities of practice.

Conclusion
In this study, we conducted a case study of WAB, a community of practice on value-creation marketing. Throughempirical observations and theoretical considerations, we developed a plausible logical story explaining the functionsof a learning medium that shares the quality of experience. In a medium that shares the quality of experience, it isessential to share experimental practices. When sharing these practices, it is crucial to record reflective thinking in themedium, which connects actions and outcomes. This is because such records become knowledge that benefits
members’ future practices. We conclude that the medium of the community of practice, which fulfills this function,
can be termed Reflective Writing.

References
Dewey, J. (1916). Democracy and Education: An Introduction to the Philosophy of Education. Macmillan.
Dewey, J. (1938). Experience and Education. Kappa Delta Pi.
Hildreth, P., Kimble, C., & Wright, P. (2000). Communities of practice in the distributed international
environment. Journal of Knowledge Management, 4(1), 27–38.
Itami, H., & Numagami, T. (1992). Dynamic Interaction between Strategy and Technology. Strategic Management
Journal, 13, 119–135.
Jarvis, P. (2012). Paradoxes of Learning: On Becoming An Individual in Society. Routledge.
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University
Press.
Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think In Action. Basic Books.
Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating Communities of Practice: A Guide to Managing
Knowledge. Harvard Business Review Press.
Sato, T., Kanzaki, M., & Kasuga, H. (Eds.). (2019). Shitsuteki kenkyūhō mappingu: Tokuchō o tsukami, katsuyō
suru tame ni [Mapping qualitative research methods: Understanding and utilizing their characteristics].
Shin-yo-sha. [Japanese]
Yamauchi, Y. (2003). An Ethnography on Learning Communities Which Connect a School and Professional.
Journal of Japan Society for Educational Technology, 26(4), 299–308.

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Mutual Understanding and Learning Opportunities in –Collaborative Cooking with Disabilities and Locals–
Yayoi HIRATSUKA
Institute of Advanced Media Arts and Sciences, Japanyayoi19@iamas.ac.jp
The purpose of this study is to explore the process of mutual understanding and empathy between people
with disabilities and local residents in the community through eating together, and to alleviate the sense of lonelinessand isolation in the community. Meals, an everyday activity for everyone, are seen as a medium that brings people
together. In this study, a workshop was conducted in which users of welfare facilities for persons with disabilities
and local residents jointly cooked and ate together. The workshop provided a valuable opportunity for local residents
to learn the importance of "inclusion," "diversity," and "coexistence. People from different backgrounds experienced
the significance and value of working together and deepened their respect and understanding of each other's
differences. This study suggests that food, an essential part of life for everyone, is an effective means ofunderstanding barriers and individual differences within a community.

Keywords: Food Communication, Disabled Person, Local Community, Eating Together, Neighborhood

Introduction
In Japan, the population is rapidly aging, and loneliness and isolation among the elderly and disabled havebecome serious community problems. According to the Ministry of Internal Affairs and Communications, theelderly population aged 65 and over accounts for about 28% of the total population and is expected to increase
further in the future. Similarly, it has become clear that many people with disabilities are isolated from society
because they are unable to receive the support they need. In addition, these problems are further exacerbated by the
COVID-19 epidemic beginning in 2020. The voluntary refraining from going out to prevent the spread of infection
and the spread of remote work have reduced opportunities for people to interact with each other, and situations ofsocial isolation are increasing, especially among the elderly and the disabled.
These issues of loneliness and isolation need to be viewed not only as individual problems but also as
community issues. The isolation of the elderly and the disabled within the community risks weakening the cohesion
and cooperation of the community as a whole. It is important to provide opportunities for interaction within thecommunity and create opportunities to live together and help each other.

Research Design & Methods
PurposeThe purpose of this study is to explore the process of mutual understanding and empathy that may occur
between local residents with disabilities and local residents through cooking and eating together, and its possibilitiesof learning and reducing loneliness and isolation in the community. Since this study considers "to eat" or "food,"
which is an everyday activity for everyone, as a medium that relatively easily mediates people, the action research has
been conducted by using workshops in which the disabled and their local residents cook and eat together.

Previous studies
In terms of the study of using food as a medium to promote understanding between people, the "NeighborDays" is a quite successful case. This community event, which began in France, aims to deepen exchanges amongneighbors by having them bring their own food and share a meal together, thereby contributing to the revitalizationof the local community. Hiratsuka (2020), who has been conducting research on shared kitchens, found that a place
for sharing food builds weak ties as participants cook and eat together in a shared kitchen.
These previous studies suggest that communal eating activities in local communities are an effective meansof reducing social isolation and fostering ties among local residents. Based on that, this study considers food as a

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medium and research on whether a similar effect can be obtained by conducting a workshop in which users of
support facilities for the disabled and local residents cook and share meals together.
Research methods
In this study, an event titled "Small Neighbors Festival" was held at A Juridical Person for Social Welfare of
Ibuki (thereafter IBUKI) in Gifu City, Gifu Prefecture, once a month from September 2024 to January 2025, for a
total of five events. The purpose of this event was to encourage local residents and the disabled to work together tocook and enjoy a meal together. The dates and cooking details of each event are as follows.

Conditions of Participation
The participants in the Small Neighbors Festival were users (mentally and physically disabled persons) of the
IBUKI and local residents in the neighborhood. Each local resident was required to bring one dish and an empty
plate for daily use to the event.
Process of the Small Neighbor Festival

Evaluation and Recording●●

Participant observation: Pay attention to the behavior of the participants during collaborative cooking, theinteractions between participants, and the content of the dialogue during communal meals.
Semi-structured interviews: After the event, interviews were conducted with participants and stakeholders tolearn about their impressions of the event and any issues they faced.

Results
Result of analysis
This chapter is based on participant observations during the activity. Previous research has shown thatcooking together and eating together within a community is expected to increase a sense of solidarity within thecommunity as well as tolerance for different opinions and customs. This research expected that by holding the event
every month, it would become recognized as "Small Neighbors Festival'' in the community, and it would be possible
to encourage participation from people who are lonely and isolated. It was also expected that the disabled would
continue to be interested in the event and be able to demonstrate skills that they would not be shown throughactivities only in the facility.
Reasonable adjustments in communal meals
Two weeks prior to starting the event, an event poster was made at the IBUKI, and flyers were posted in theneighborhood by the disabled on their way to take a walk around the area. Although some of the participants seemedpuzzled by their first time posting, as the number of times they did so increased, they became more aware of theimportance of putting flyers in the mailboxes and changed to putting them in spontaneously. During the day's work,
we increased the number of tasks that did not require the use of tools so that many people could participate in the267

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work. We also made reasonable adjustments1 to provide visual support and assistive devices for those who haddifficulty using their hands and fingers or understanding numbers.
Knives are not normally used in activities within the facility, but local Participant H asked User A to cut
asparagus with her. Although the staff assisting her at the facility prohibited her from doing so, Participant H gave
User A a knife and assisted User A himself. User A held the knife correctly without being instructed, and he curled
the fingers to tuck them under. This behavior suggested that User A had learned to use a knife in the past or had
experience using it. Even people with weak grip strength could participate in the work of loosening shimeji andmaitake mushrooms, so when I showed them the work and assisted them, I saw them actively doing the work.
Mushrooms were selected as an ingredient in all of the dishes five times. As the number of events has increased, thechildren have become able to spontaneously participate in the task of loosening mushrooms when they see them, even
without explanation. This indicated that through repeated practices, the disabled have learned how to dispose ofmushrooms.
In one session, participants made paella, and as the dish neared completion, people gradually gathered aroundthe pot and sporadic conversations occurred. As Hiratsuka mentioned that as the dish is completed, communication
becomes more active and the physical distance between participants becomes closer (2020), a similar situation wasobserved at this workshop. Participants who were initially confused gradually deepened their interaction with eachother. Based upon the observation, not only did the physical distance become closer, but also the psychologicaldistance was getting closer. Users also changed over the course of the workshop. For example, User A was an active
participant from the first paella but had little communication with community members or the facilitator. At the pork
miso soup party, an old woman with her grandchild (a 6-year-old girl) and a woman from Sri Lanka (called ParticipantS) joined; the girl greeted Participant S in English, which she had just learned. The facilitator asked Participant S in
English if it was okay to use pork, which may not be eaten in her country. Participant A said that she knew that there
were foods she could not eat for religious reasons, but she had not thought about taking them into consideration.; atthe fifth curry party, the facilitator took off the apron she was wearing and put it on User A, who sang the "Curry
Rice Song" while stirring the pot. The facilitator took off the apron and put it on User A, who stirred the pot while
singing the "Curry Rice Song.” Participants searched for the "Curry Rice Song'' on their smartphones and sang thesong together, creating a sense of unity among the participants. An elderly local Participant T shared her memoriesof chopping vegetables and putting them in curry for her child, who had many likes and dislikes, while cooking thecurry. Furthermore, Participant Y, who is raising a child, began to discuss how to eliminate her child's likes anddislikes, and other conversations ensued.
Food selection and process innovation
This workshop also revealed that the selection of food, where to eat it, and the process have been greatly
influenced by communication. The menu of the second event was pizza, and the facilitator prepared the pizza dough,and in preparation for the toppings to be put on the pizza, the participants worked together to loosen the mushrooms
into bite-sized pieces. We prepared approximately 20 cm of pizza dough, and each person added their own toppings.
Facility staff F was in charge of baking the pizza. Since eating was to be done in an indoor activity room, the people
making the pizza and the people eating it were separated. Even though pizza topping was a collaborative process,there were many situations in which participants worked alone, and it was confirmed that the type of food and theway the work progressed greatly influenced the number of interactions and dialogue among participants. In
particular, the pizza baking and eating were done in separate locations, resulting in a lack of a sense that everyone wasworking together. Based on this experience, we decided to conduct all subsequent workshops in the same space fromcooking to eating.
Interview
Although the users were bewildered by their first time making and posting flyers, they tried to make contact
with local residents. Handing out flyers created communication, and stories about the plates and chopsticks theybrought with them became conversation starters. Staff F also commented, "We had a fixed concept of what they
could do, and we had set a hurdle for them that they could only do so much. This time, we went beyond that andfound that they could do many more things than we had imagined.” In particular, the task of unraveling the shimeji
mushrooms was very familiar to the disabled, and as each session progressed, we saw more and more people
spontaneously participating in the work, which increased their involvement and motivation in the event.
Staff A said, "When I go for a walk with the users as an activity, they have always greeted me, but now I greet
them in a louder voice. I feel like I am accepted," she said. Through the Small Neighborhood Festival, the number ofpeople who knew each other increased and they became recognized in the community. Although there was a sense

1 Reasonable adjustment differs from reasonable consideration in that it refers to adjustments that refer to specificmeasures and changes to the difficulties and barriers that people with disabilities encounter in society throughvarious devices.

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of distance between the participants at the beginning, this gradually changed and mutual involvement deepened. In
some cases, the roles were too clearly defined, resulting in fragmentation into individual tasks, but by reflecting on
and sharing the initial objectives and individual roles among the staff members, it was possible to adjust the courseof the event from then on. In particular, when making curry, a sense of unity was created as participants worked
together to cook and enjoy the meal together. On rainy days, tents were set up to create space, and on cold days,
people naturally gathered around the stove, further deepening interaction. The event also provided an opportunity
for the elderly in the community to come into contact with the younger generation and foreigners, and to experience
diversity.

Discussion
Through the practice of a series of small neighborhood festivals, cooking and eating together provided an
opportunity to involve third parties such as local residents in a closed community within a support facility for
persons with disabilities, and broke down stereotypes that people had about persons with disabilities. For theparticipants, including local residents and the staff members, the event deepened their interactions with others,
expanded their social connections, and deepened their awareness and understanding of the disabled and theirpotential for social participation. Furthermore, for all participants, not just those with disabilities, new perspectives
and skills were gained, and the mutual involvement, understanding, and respect of participants provided an
opportunity for all to challenge each other equally, unlike the relationship between caregivers and receivers.
In addition, many studies have shown that the act of eating together creates the capacity for empathy, but by
involving participants not only in the preparation of the food, but also in the cooking and preparation stages, the actof "eating," which everyone does, promotes active involvement. In addition, food has the power to evoke emotions
and memories, allowing individuals to share their personal experiences and stories through specific dishes andingredients. Sustained and multi-generational exchange in the community has been created, and community efforts
have become more inclusive and diverse. Specifically, the older members of the community came into contact withthe younger generation and foreigners, which naturally led to greater mutual understanding and multicultural
education. Not only did the participants learn practical skills through cooking activities, but they also had theopportunity to recognize the importance of cooperation and communication through collaborative work.
In conclusion, this study considered food as a medium that promotes understanding between people. In
other words, food is a medium that involves a variety of activities at multiple stages including preparation, cooking,eating, and cleaning up. Above all, it differs from other media in that it provides a place where people can enjoy thepleasure of eating together and share their own stories with each other. This study suggests that the use of food as a
medium for eating together can be an effective means of learning barriers and individual differences existing in oursociety. In the future, it will be useful in creating a sense of solidarity within the community and in building afoundation for support systems in times of disaster or emergency.

References
Atanāzu, P. (2008). Rinjin matsuri [Neighbor festival]. Sotokoto Shinsho.
Tomaseello, M. (2013). Hito wa naze kyōryoku suru no ka [Why do humans cooperate?]. Keisō Shobō.
Doi, Y. (2016). Ichijū ichisai de yoi to iu teian [Proposal that one soup and one side dish are sufficient]. Graphic-sha.
Matsumura, K. (2017). Ushirometasa no jinruigaku [Anthropology of guilt]. Mishima-sha.
Ishida, M. (2018). Koritsu fuan shakai: Tsunagari no kakusa, shōnin no yokkyū, botchi no kyōfu [Isolated anxiety
society: Disparity of connections, desire for approval, fear of being alone]. Keisō Shobō.
Yamagishi, J. (2018). Gorira kara no keikoku "Ningen shakai koko ga okashii" [Warning from gorillas: "Humansociety is strange here"]. Mainichi Shinbun Publishing.
Hiratsuka, Y. (2020). Share kitchen kara umareru tsunagari no kenkyū: Chōimise kitchen o jirei toshite [Research onconnections born from share kitchens: Using Chōimise Kitchen as a case study].Institute of Advanced
Media Arts and Sciences.Master's Thesis.
Adachi, K. (2023). Kyōshoku to kosoku: 50-nen no shokuseigaku kenkyū kara mirai e [Eating together and eating
alone: From 50 years of food ecology research to the future]. Joshi Eiyō Daigaku Shuppanbu.
Saitō, K., Matsumoto, T., Shirai, S., Matsumura, K., Kishimoto, S., Kimura, A., & Fujiwara, T. (2023). Common no"jichi" ron. Shūeisha.
Kin'uchi, Y. (2024). Rita kea kizu no ronrigaku: "Watashi" o iki naosu tame no tetsugaku [Logic of altruism, care, andwounds: Philosophy for rediscovering "myself". Shōbunsha.

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Connecting Adolescent Girls throughCollaborative Digital Storytelling
Oswaldo Castro-Romero
Kyung Hee University, South Korea
oswaldo.castro@khu.ac.kr
Abstract. Digital storytelling is a powerful educational tool for young people to express their ideas, develop critical thinking,represent their identities, and encourage social engagement through digital media. However, adolescent girls often face
limitations due to gender gaps and traditional norms, restricting their access to online information and social services. This
study explores how digital storytelling can empower girls and enhance cross-cultural collaboration. Using Participatory Action
Research and the DSSM framework, fifty-six adolescents from different countries participated in an eight-session program.
The girls demonstrated positive engagement and adaptability and took active roles, transforming their narratives fromstruggles to ones of strength and advocacy.

Keywords: Cross-cultural collaboration, Digital storytelling, Girls empowerment

Introduction
Digital storytelling is a powerful educational tool for young people to express their ideas, develop critical thinking,represent their identities, and encourage social engagement through digital media (Grant & Bolin, 2016; Hung et al.,2012; Gilhooly & Lee, 2014; Yang & Wu, 2012). Nonetheless, adolescent girls face limitations in accessing informationand social services online due to gender gaps and traditional norms (Clark-Parsons, 2017). These limitations deny them
the ability to make decisions, collaborate with others, and navigate new experiences to improve their lives. This study
examines how digital storytelling can empower girls and enhance cross-cultural collaboration. Fifty-six adolescents
participated in an eight-session program from January to March 2023. Using Participatory Action Research, adolescents
actively contributed to the research process, addressing their concerns and building social connections (Ferrell, 2014;
Gilhooly & Lee, 2017). The DSSM framework was used to analyze their digital storytelling experiences and outcomes.

Theoretical framework
Digital Storytelling
Digital Storytelling (DS) is a tool and method that combines the art of telling stories with digital media. These stories
generally last 2 to 10 minutes and are shared through digital platforms (Alonso et al., 2013; Jenkins & Gravestock,2014). Robin (2006) categorizes DS into three types: 1) personal narratives, 2) historical documentaries, and 3) stories
that inform or instruct. Young people utilize DS to create content in their own words, represent themselves creatively,
and increase their confidence (Grant & Bolin, 2016).
DS has been widely introduced in education as an innovative tool to foster digital, technological, informational,
and visual literacies (Robin, 2008). It also promotes self-reflection and meaning-making from students’ experiences(Brooke & Lambert, 2017; Rossiter & García, 2010). DS serves as an inclusive assessment tool for exploring personaland social issues, especially among underrepresented populations, and drives positive changes in their lives (Jenkins &Gravestock, 2014; Polk, 2010).

Empowering girls through digital storytelling
Girls’ empowerment is a dynamic process that involves lifelong learning skills, critical thinking, and awareness ofgender and power issues. It is not a one-time achievement but an ongoing journey (Bergsma, 2004). Empowering
girls means equipping them with competencies to address personal and communal challenges, helping them fulfill
their potential, shape their identities, and contribute to creating a better world (Castro-Romero, 2024).
In this sense, digital storytelling (DS) is an effective tool for girls’ empowerment (Moutafidou & Bratitsis,2018), as it allows them to create self-generated content, build new social connections, and develop new identities

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from self-representation, self-disclosure, and collective identity (Castro-Romero, 2024). Telling stories becomes anact of trust (Wilson, 2021) as girls align their values with others who share similar interests, beliefs, and dreams.
1.
2.

In order to guide this research, the following questions are proposed
What are the lived experiences of adolescent girls that contributed to their digital storytelling projects?
How do adolescent girls collaborate with peers to address personal growth and social change?

Research Design & Methods
The Global Girls Meeting (GGM) program was implemented from January to March 2013 and gathered fifty-six
adolescents from different countries. Participants were mostly girls (77%), with a median age of 15 years. Most werein high school (59%, followed by middle school 32%, university 5%, and elementary 1.7%), and English was mainly
their second language. The program aimed to amplify adolescent girls’ voices for self-expression, communicating withnew friends, and engaging in collaborative digital storytelling projects.
The DSSM framework allowed girls to find and address personal and collective issues and create action plans
and solutions through five phases: story exploration, storytelling and listening, story making, story sharing andreflecting, and advocacy through stories (Castro-Romero, 2024). This framework for girls’ empowerment contributes
to analyzing girls’ social relationships. Data were collected through reflective journals, session transcriptions, digitalstorytelling outputs, and semi-structured interviews. Analysis was conducted using QDA Miner Lite software throughopen coding, axial coding, and categorizations (Williams & Moser, 2019).

Results
1)

What are the lived experiences of adolescent girls that contributed to their digital storytelling projects?

Girls reflected on their lives, culture, and values and developed empathy. They discussed diverse topics affecting themand their local communities, such as mental health, communication difficulties, girls’ risks like violence anddiscrimination, part-time jobs, workplace gender inequality, gender stereotyping, and environmental issues. Digitalstorytelling techniques, like the “Tree of Life” and the “Ring of Growth,” were used as narrative therapy to help girls
express their experiences and emotions. Moreover, they utilized a five-stage story plot based on the Tree of Problem(Haggerty, 2016). It consisted of analyzing and observing the cause of the problem and the main problem, researching
the current situation, proposing solutions, and taking actions toward a “bright future” as a metaphor for a better life.
Girls communicated creatively through illustrations, photographs, drawings, and multimedia content. Visuals
captured attention while conveying concepts, proposing practical solutions to problems, and tailoring digitalpresentations. For instance, Mika and Anny, two Japanese high school students, used Google Slides to present a topic
on ozone layer depletion. Their project followed a logical structure and sequence, demonstrating academic abilities
such as researching, report writing, and presenting (see Figure 1).
Figure 1

Climate change project

Dewey (2007) emphasizes the link between academic abilities and students’ personal experiences, facilitating the
exploration of everyday problems. This engagement helps students understand topics and meaning-making andconnect them with school subjects (Edutopia, 2008). On the other hand, Ami (a 14-year-old girl, middle school student)
and Roberto (a 16-year-old boy, high school student) addressed water pollution using fun characters created in Canva.

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Their comic-style presentation raised awareness about the importance of protecting the ecosystems (see Figure 2) inan original, fun, and creative manner.

Figure 2
Water pollution project(1) How do adolescent girls collaborate with peers to address personal growth and social change?
Collaborating through digital storytelling projects involved girls working in teams as leaders, presenters, researchers,
or content creators. The willingness to share their ideas, emotions, and opinions was determined by creating a safe
space where they felt heard, valued, and not judged. Breakout rooms facilitated engagement and social connection(Fuller et al., 2021), allowing girls to express themselves in small groups and validate their experiences, knowledge, andskills among peers.
Information exchange also facilitated the development of trust and social connections. However, girls’
participation revealed differences in engagement levels. There were two types of active engagement: the stable groupand the active group. The stable group is those with prior connections (like Mika and Anny, who were in the sameschool, the same city, or were close friends) who found a comfort zone. On the other hand, the active group adaptedand cooperated despite cultural differences, finding common interests that fostered genuine connections. Collaborative
digital storytelling emerged in both groups based on shared social identities, values, and beliefs. Language also plays avital role in increasing or maintaining engagement, whether in a foreign or native language.

Discussion
Girls were able to amplify their voices with digital storytelling and actively contribute to personal growth and socialchange by collaborating with their local and global community, enabling them to express their ideas, self-represent
their identities, and create social connections. The power of their narratives lies in evoking emotions and persuading
an audience by presenting personal struggles and social issues, as well as offering solutions and practical actions.
However, storytelling requires a developing language (oral, written, visual) to effectively transmit information andunderstand cultural contexts (Lindgren, 2018) to develop a complex understanding. Girls can build meaningfulconnections with their peers, fostering a sense of belonging and perceived value within a group, positively impacting
their socio-emotional relationships (Weaver et al., 2022), even with friends from different cultural backgrounds(Sehrawat et al., 2017). A common language can transcend borders through digital media and establish continuity intheir relationships.

Conclusion
This study aimed to examine how digital storytelling can empower girls and enhance cross-cultural collaboration. Girls
demonstrated positive engagement and adaptability in their social interaction for cross-cultural collaboration andassumed active roles when engaged in conversations with new friends. The willingness to share their ideas, opinions,and personal information is determined by creating a safe space for building trust and self-confidence, transforming
their narrative from one of struggles to one of strength and advocacy.

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Bergsma, L. J. (2004). Empowerment education: The link between media literacy and health promotion. American
Behavioral Scientist, 48(2), 152–164. https://doi.org/10.1177/0002764204267259
Bilici, S., & Yilmaz, R. M. (2024). The effects of using collaborative digital storytelling on academic achievement andskill
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Brooke, H., & Lambert, J. (2017). Threshold concepts in digital storytelling: Naming what we know about storywork.
In G. Jamissen, P. Hardy, Y. Nordkvelle and H. Pleasants, (Eds.), Digital storytelling in higher education (pp.19–
35). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-51058-3_3
Castro-Romero, O. (2024). Exploring the possibilities of a digital storytelling supportive model (DSSM) for girls’ empowerment.
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Clark-Parsons, R. (2017). Building a digital girl army: The cultivation of feminist safe spaces online. New Media &Society, 26(6), 2125–2144. https://doi.org/10.1177/1461444817731919
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https://doi.org/10.1016/j.compedu.2011.12.012.

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Utilizing a Performative Approach through the Use of Multimedia
to Enhance Achievements to Learn Sports in Athletic Materials
Jeanne R. Malonda
Faculty of Sport Education, Manado State University, Indonesia
jeannermalonda@gmail.com
Ellen B. Lomboan
Faculty of Sport Education, Manado State University, Indonesia
ellen.b.lomboan@gmail.com
Widdy H.F. Rorimpandey
Faculty of Education ad Phychology, Manado State University, Indonesia

widdyrorimpandey@unima.ac.id

Mieke O. Mandagi
Faculty of Education and Psychology, Universitas Negeri Manado. Indonesia
Email : miekemandagii@gmail.com

Abstract
This research focuses on utilizing a performative approach through the use of multimedia to enhance achievements in sports
learning. The study is conducted by researchers from the Faculty of Sport Education at Manado State University, Indonesia.
The purpose of the research is to develop multimedia on learning materials for Athletic Variations, using the ADDIE
multimedia development paradigm. The study aims to improve student learning achievement by making the learning process
more interactive and engaging through the use of multimedia. The researchers conducted product trials on small and large
groups, and obtained assessments from educators and students. The results showed that the developed multimedia was foundto be very feasible and could be used during learning. The study concludes that interactive multimedia in sports learning is
declared very feasible and can help students more efficiently receive knowledge.

Keywords: Multimedia, Motivation, Performative Approach

Introduction
Along with the times, the globalization era in the 21st century has presented many new innovations invarious aspects. Education is one of the things affected by the development of science and technology. The
presence of multimedia as a product of information and communication technology in the world of
education is welcomed, because the role of multimedia products can help both teachers and students toachieve the goals of education. According to Husna, et al., (2017) explained that the presence of multimedia
learning technology is predicted to improve the routine of education. The purpose of education is to
optimize student abilities and can help students develop their abilities perfectly, both in the form of physical,
intellectual and emotional aspects.
Multimedia technology has developed rapidly and become an increasingly important tool in various fields,
including sports training. Multimedia can be used to increase the effectiveness and efficiency of training, as
well as to make the teaching and learning process more interesting and interactive. Multimedia is a powerfultool that can be used to improve the effectiveness and efficiency of sports training. By using multimedia
effectively, teachers can help students to achieve their best potential especially in sports learning.
Sports learning not only prioritizes understanding through theoretical, but also prioritizes the ability ofstudents to be skilled and active in practice (Thomson and Mc Lenan, 2015). Interactive multimedia
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combines various things such as text, images, video, animation, and audio. The application of interactive
media cannot be separated from the application of technology in learning. In addition, the interactive
multimedia will contain examples and practices that must be done by users along with an evaluation of eachathletic sub subject matter. The multimedia will assist teachers in teaching as well as students can use
independently to learn. With the use of creative and innovative interactive multimedia, it is expected to beable to make the quality of learning both processes and results better.
Sports achievement coaching activities, especially athletics through extracurricular activities, aim to instill
the basic techniques of the sport concerned. Likewise, in extracurricular activities in athletics. Sports teachers
and athletic trainers should direct the focus of coaching on mastering the motion process of basic athletic
techniques. Sports coaches and teachers generally only rely on conventional methods such as the parts andwhole method teaching style to teach all sports activities (Wiradiharja, et al, 2017). This is due to the lack ofknowledge of the coach or teacher about teaching styles, which is actually an important factor in achieving
success. The coach/teacher's efforts to provide basic exercises to students often have difficulty in presenting
them, so that the expected results are not in accordance with what is desired.
To teach a type of learning achievement, the use of teaching style is instrumental in determining the successof the teaching and learning process. Therefore, trainers/teachers are required to be skilled in using andchoosing teaching styles to achieve the desired goals. In teaching and learning activities, different levels ofcreativity possessed by students will show different levels of success. This also applies in learning activities
for athletic learning achievements, the potential creativity possessed by students is a process of manifesting
itself in the form of fluency, flexibility, and originality of thought in doing something activity. Through aperformative approach in the use of multimedia in the learning process, it is hoped that it can improvestudent learning achievement.

Research Design & Methods
In this study, researchers tested the product of this development research, which was carried out by expert
evaluation, namely (media experts, learning experts and product evaluation), (media experts, learning experts
and material experts). Then the test subjects of the development research, namely game experts, learning
experts, media experts, media experts, user experts and 100 students. Type of data are qualitative andquantitative data. data collection techniques, namely observation and questionnaire. Qualitative data was
obtained from observations during product trials. While quantitative data is obtained from the results of aquestionnaire distributed to 100 students who take part in sports learning. Development research of thiseducational media development research collects data using a quantitative data analysis approach.

Results
This research aims to develop multimedia on learning materials for Athletic Variations. The research anddevelopment procedure is an adaptation of the ADDIE research steps, which consists of five steps Analysis,
Design, Development, Implementation, Evaluation. Validation is carried out by media experts, material
experts, and linguists whose results will be in the form of assessments, input and suggestions based on the
products that have been made.
The results of the assessment of stage I material experts by validator I and validator II obtained results,
namely in the aspect of the suitability of the material getting a result of 72.85%, the aspect of the presentation
component got a result of 70% So, the average results of the two aspects got a result of 74.66% in the"Worthy" criteria. the results of the validation of the material expert can be seen in table 1.

Assessment Aspect
Aspects ofTable 1. Results of validation by material experts∑X
Maximum
AverageScore
Per Aspect
Score
percentage
Percentage
51

70

72,85%

275

Criteria

74,66 %Aspects of thepresentation
component

35

50

Eligible70%

The results of the assessment of stage II material experts by validator I and validator II obtained results,
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namely in the aspect of the suitability of the material getting a result of 97.57%, the aspect of the presentation
component
got a result of 94% So, the average results of the two aspects obtained a result of 95.83 in thematerialsuitabilitycriteria. To make it easier to see the results of the material expert validation, you can see the"Very Feasible"
following table:
Table 2. Results of validation by material experts∑X
Maximum
Average
Score
Assessment Aspect
Criteria
Per Aspect
Score
Percentage percentage
Aspects ofmaterialsuitability
Aspects of thepresentation
component

68

70

97,57%
95,83 %

47

50

Completely
Feasible

94%

The results of the linguist assessment by validators I and II obtained results, namely in the straightforward
and communicative aspects getting 85% results, dialogical and interactive aspects getting 90% results, andin the aspect of using language rules, terms, symbols and icons getting 90% results. So, the average result of
the three aspects obtained a result of 88%, included in the "Very Feasible" criteria. To make it easier to see
the validation results from linguists, you can see the following picture.
Table 3. Results of validation by language experts∑X
Maximum
Average
Score
Assessment Aspect
Criteria
Per Aspect
Score
Percentage percentage
Straightforward andCommunicative
DialogicalandInteractive
Use of rules

34

40

85%

18

20

90 %

36

40

90 %

88 %

Completely
Feasible

Researchers conducted product trials on small groups, large groups (field tests), and obtained assessmentsfrom educators on the media developed. When conducting product tests, researchers explain the contents
contained in the learning media. The results of each product trial are as follows:
1. Small Group Trial
The small group trial was conducted by taking a sample of 100 students from and involving educators whoteach sports. The results of the educator's response obtained, namely in the aspect of content feasibility
100%, the presentation feasibility aspect got 100%. The results of the small-scale trial assessment on
students obtained results, namely in the aspect of content feasibility getting a result of 87.2%, the feasibility
aspect of presentation getting a result of 88.5%.

Results of the small group attractiveness test
The results of the attractiveness test are categorized as very interesting from the average of thetwoaspects,namely the educators and students, each obtained a percentage of 100% and 87, 90%.
2. Large Group Trial
In the small group trial then the last stage is a large group trial involving 100 students and educators or classteachers. So, the total respondents needed for the large group trial were 45 students and educators. The
results of the assessment of the response of educators or pjok teachers obtained results, namely in the aspectof content feasibility getting 100% results, the feasibility aspect of presentation getting 100% results. So, the276average assessment of the educator's response is 100%, included in the "Very Feasible" criteria. The results
ICoME 2024of the large-scale trial assessment of students' responses obtained results from the content feasibility aspect
getting a result of 90.4%, the presentation feasibility aspect getting a result of 90.44%. So, the average resultof the two aspects obtained a result of 90.42%, included in the "Very Interesting" criteria.

Discussion
The final product resulting from this research is Interactive Multimedia. By going through revisions inaccordance with the criticisms and suggestions of media experts, material experts, and linguists. The
assessment of the media experts received a percentage of 87.36% in the "Very Feasible" criteria, the material
expert received a percentage of 95.83% in the "very feasible" criteria and the linguist received a percentageof 88% in the "Very Feasible" criteria. From the test results, it can be seen that the BI Interactive Multimedia
developed by researchers received the title "Very Feasible" in all aspects. Thus, Articulate Storyline
Interactive learning media can be used as learning media in the teaching and learning process at school.
Interactive Multimedia developed by researchers can increase students' motivation and learning achievement(Juhaeni et al., 2021; Setyaningsih et al., 2020), because this learning media has several interesting elementsin the media. Especially in this learning media there are videos that are in accordance with the material, andthere are various animated images in it. So that it attracts students' learning interest and curiosity.

Conclusion

The conclusion obtained from this research and development can be concluded that interactive multimedia
in sports learning is declared Very Feasible. learning media that can help students more efficiently receive
knowledge. Based on the author's experience, sports learning is done monotonously. There are even someeducators who only use books as the only media in delivering learning materials. At this time, we haveentered the industrial revolution 4.0, of course we need to equip students with learning experiences that are
relevant to the level of development of the times. It is hoped that the development of Interactive Multimedia
can increase motivation for students in the learning process and get a high curiosity and pleasure in learning.
The use of learning media is expected to be able to make students more memorable with an interestinglearning process.

References
Husna, et al., (2017). Peran Multimedia Interaktif Dalam Pembelajaran Tematik Di Sekolah Dasar. Prosiding
TEP & PDs Transformasi Pendidikan Abad 21, 1(7), 34-41.
Ilmi, et al., (2023). Pengembangan Media Pembelajaran Kebugaran Jasmani Unsur Kelentukan Berbasis
Multimedia Interaktif di SMA Negeri 1 Turen. Jurnal Ilmu Keolahragaan, 6(1), 79-94.
Juhaeni, J., Safaruddin, S., & Salsabila, Z. P. (2021). Articulate Storyline sebagai Media Pembelajaran
Interaktif untuk Peserta Didik Madrasah Ibtidaiyah. AULADUNA: Jurnal Pendidikan Dasar Islam,8(2), 150.
Setyaningsih, S., Rusijono, R., & Wahyudi, A. (2020). Pengaruh Penggunaan Media Pembelajaran Interaktif
Berbasis Articulate Storyline Terhadap Motivasi Belajar dan Hasil Belajar Siswa Pada Materi
Kerajaan Hindu Budha di Indonesia. Didaktis: Jurnal Pendidikan Dan Ilmu Pengetahuan, 20(2), 144–
156.
Sugiyono. (2017). Metode Penelitian dan penegembangan Research and Development (R&D). Bandung:
Alfabeta.
Thomson, J., dan McLenan, N. 2015. Quality Physical Education (QPE). Published in 2015 by the United
Nations Educational, Scientific and Cultural Organization (UNESCO).
Wahid, A. (2018). Pentingnya Media Pembelajaran Dalam Meningkatkan Prestasi Belajar. Jurnal Istiqra, 5(2),
1–11.
Wiradiharja, et al. (2017). Pendidikan Jasmani Olahraga Dan Kesehatan. Jakarta: Kementrian Pendidikan
dan Kebudayaan.

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Performative Learning as an Innovative Approach
A Case of High School Activities outside of School
Kenichi Kubota Ph. D.
Kansai University, Japankubota@kansai-u.ac.jp
Abstract: This presentation reports on high school students engaging in performative learning with local community members
and organizations. Research focusing on high schools as a field of study has been rare in Japan, primarily because the rigidityof university entrance exam-focused education left little room for innovative learning practices. However, with the current
era's significant demographic decline, there has been a shift This study examines cases where high school students teach SDGs
to elementary school children in libraries and collaborate with the elementary school children in Japan primarily because therigidity of university entrance exam-focused education left little room for innovative learning practices. This study examines
cases where high school students teach SDGs to elementary school children in libraries and collaborate with elderly volunteers
to thin bamboo groves and create bamboo crafts for sale. conducted outside the school curriculum as voluntary student
initiatives, yet they contribute significantly to student development.

Keywords: performative learning, social constructionism, art-based research, high school

Introduction
Except for sociological educational research, researchers in Japan have tended to avoid focusing on high school
education as a research subject. I assume that this is the same tendency in other East Asian countries. This is because
the major goal of high school education is to prepare students for university entrance examinations, which placesdifficulty on researchers who would like to introduce innovative learning styles.
In order to pass university entrance examinations, students must thoroughly understand past entrance examinations
and develop the ability to solve problems in time. Therefore, high school education focuses on memorizing vast
amounts of knowledge and scoring high marks by writing it down at the time of tests. In other words, the high school
focus is on teaching students to pass college entrance exams. Teachers have been required to prepare lessons to obtainhigh scores on tests, and students have been required to attend tutoring sessions after class. Under these circumstances,
it is not easy for outside researchers to conduct educational research targeting high schools. From the high school's
point of view, researchers were considered to be an obstacle to education, and intervention studies in the classroom
were not welcomed.
However, this situation has been changing in recent years. While the number of students has decreased due to thedeclining birthrate, the number of universities has increased. Currently, the number of universities in Japan exceeds
800, and some universities in rural areas are closing their doors because they are unable to meet their student enrollment
capacity. This is because the number of students that universities can accept now exceeds the number of students whowish to enroll.
Under these circumstances, the view of competencies required in education has also changed. The importance of
nurturing non-cognitive competencies, rather than the conventional knowledge-intensive education, has come to beshared by many. As a result, “inquiry-based learning” was introduced in high schools, and a direction was sought tocultivate both cognitive and non-cognitive skills by finding problems on one's own and tackling issues for which there
are no easy answers. In university entrance examinations, the number of students who enter universities without paperbased examinations, such as AO examinations and recommendation examinations, has come to account for almost
half of the total number of students. Thus, it can be said that the nature of high school education has changed in
response to changes in society. In the search for new learning styles, such as project-based learning and inquiry-basedlearning, it has become easier to conduct research to reform the learning style of high schools in cooperation withresearchers.
Therefore, in this presentation, we will examine an innovative way of learning in a high school as a case study. This
study is ongoing, and this presentation is an interim report.

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Case Study: High School Students' Out-of-School Activities
The case is a private high school in Osaka. After entering high school, students are divided into classes according totheir career paths, but the majority of students do not take the general entrance examination to enter university. In
other words, they do not take entrance examinations based on so-called paper tests. The goal of the students is to
grow as individuals through a variety of experiences during their high school years. However, since it is difficult forhigh school teachers alone to prepare a variety of experiences, it is necessary to collaborate with outside researchers.
In fact, this high school has been focusing on cooperation with universities and NPOs, and various outsiders havebeen cooperating with the high school's activities.
As a member of a non-profit organization, I have been working with this high school to support fieldwork outside ofschool. In this presentation, I will introduce two activities: (1) SDGs learning in the library and (2) Satoyama
conservation activities. Both activities are not part of the regular high school curriculum and are informal activities
outside of class, but the students participate voluntarily because they see them as activities that lead to their personal
growth.
（1） SDGs Learning in Libraries
Once a month, high school students provide learning about the SDGs to elementary school pupils at the library. The
purpose is to deepen the understanding of the SDGs among the participating elementary school students by playing
games and making artworks. For example, through making a work of art using toilet paper cores, we aim to nurture
an attitude of using carefully what would normally be thrown away immediately, and through the experience of taking
apart a cell phone, we aim to promote understanding of the importance of recycling.
Every Monday night, the high school students meet with university students to discuss activities and prepare for the
event. The university students give advice on how to realize the proposals made by the high school students andcoordinate with the library staff, which makes the activities run smoothly. Under the supervision of the university
students, the high school students play the role of instructors, helping the elementary school pupils and supporting
their learning.

（2） Satoyama Conservation Activities
In Japan, the price of lumber has been stagnant and cutting trees is not profitable, so forests have become inaccessible,
resulting in environmental destruction. Not only planted forests of Japanese cedar and cypress, but also natural forestsof broadleaf trees have been neglected, and wild animals such as deer and bears have increased, haunting thecountryside and causing agricultural damage. Although forest management is something that must be done on a daily
basis, the owners of the forests often live elsewhere, and most of the forests are left untouched and neglected. In orderto do something about this situation, a local volunteer group has been working. The high school students go out tothe mountains with the volunteer group and carry out conservation activities together. Activities include digging forbamboo shoots, thinning trees, and maintaining hiking trails. They also take the wood and bamboo they cut back toschool to make crafts. The crafts are sold to the public at a cultural festival.
Students who participated in these two activities gave the following feedback.
Students participating in the library's SDG study
Student A: “It gives me a sense of accomplishment to think about the content of the activity, prepare it, actually
explain it to the elementary school students, have them create a work of art, and have them be pleased with it.”Student B: “I enjoy interacting with elementary school pupils. I want to do it again.”Students participating in satoyama conservation activities
Student C: “When I see elderly people working hard to protect nature, I think we need to work harder too.”Student D: “It is fun to actually go to the mountains and make various things using bamboo and wood that we havetaken from the mountains ourselves.”
Student E: “I had never thought about forests before, but now that I've actually been in the mountains and thinned
the forests, now I understand what's going on in the Satoyama.”
Student F: “I brought home the bamboos I cut down in the bamboo grove and made various crafts. We will sell themat the festival and use the income we earn for our future activities.”
The students' impressions of these activities were very positive and showed a willingness to continue to actively
participate.

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discussion
These two activities were not initiated voluntarily by the students, but were proposed by the NPO, and the students
were invited to participate in consultation with teachers. Students want to be involved in some kind of social activity,
but they do not know exactly what they can do. However, when given an opportunity, students begin to take part in
activities on their own initiative. I call the activities discussed in the case study “performative learning” and distinguishit from “traditional learning.” In Japan, this type of learning is called “project-based learning” or “inquiry learning.
Traditional learning is conducted in preparation for university entrance examinations, but the importance of“informative learning” is gradually being recognized. Particularly, in the case of AO and recommendation entrance
examinations, what kind of life students lead in high school is emphasized, and their active involvement in activities totackle social issues is highly valued.

Dance

song

Forest conservation
Inquiry-based

project-based
Theaterart

Community
activities
Drawingfieldwork

Craftmanship

poem

Experiment
Figure 1: Scope of performative learning

The following table compares traditional and performative learning
Table 1: Comparison between traditional and performative learning
Traditional learning
Inside a classroom
Compulsory
Same age group
Homogeneity/samenessOne-way (monolog)
Objective-oriented
Competition
Assess by test
Efficiency

Performative learning
Outside of a school
Voluntary
Different age groups
Heterogeneity/diversity
Interactive (dialog)
Process-oriented
Collaboration
Reflection
AgencyTraditional learning tends to be centered on classroom-type learning activities and tends to be a one-way flow ofknowledge from teacher to student. Performative learning, on the other hand, often takes place outside of the school
and is based on students' independent efforts. Students can deepen their learning by engaging in activities not onlywith their peers but also with people of different ages (Gergen & Gill, 2020).

Conclusion
Performative learning has become increasingly important in recent years. Of course, traditional learning is also
important, and it is still required to acquire basic knowledge, and it is important to balance inquiry based learningwith traditional learning (Gergen, 2009). Gergen & Gergen (2012) proposed the concept of performative social
science as a methodology for studying performative learning. Such research methodology is part of the paradigm ofart-based research (Leavy, 2020), which is an effort to integrate formative activities with research methods. In thisstudy, we are still examining how we can use the students' performative activities as the output of the research.

References
Gergen, M., & Gergen, K. (2012). Playing with Purpose: Adventures in Performative Social Science. Routledge.
Gergen, K. & Gill, S. (2020). Beyond the Tyranny of Testing. Oxford University Press, Inc.
Gergen, K. (2009). Relational Being: Beyond Self and Community. Oxford University Press, Inc.
Leavy, P. (2020). Method Meets Art: Arts-Based Research Practice.

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Learning Open Dialogue with Performative Approach:Potentials of Online Sessions
Yuko Takamoto
Mukogawa Women’s University, Japanyukoty@gmail.com
Abstract
Open Dialogue for mental illness care has been proven to apply to a variety of care fields, including education, and the needfor learning is growing rapidly. Its group dialogue approach brings about healing and empowerment not only to care recipients
but also to professionals.
I explain how the performative approach, play and improvisation, can be incorporated into Open Dialogue training. The
designed course is an introductory Open Dialogue workshop series done online, intended to give mental-care professionals
experience of the principles of Open Dialogue.
I also describe how an improv game facilitates learning and experiencing one of the principles, “tolerating uncertainty,”
which is considered to be particularly difficult in Japanese culture. The participants’ reflections suggest that the improv gamehelps them to feel their partner’s presence while gazing at each other through the computer screen, without hastily jumping to
the answer.

Keywords: improvisation, online effects, Open Dialogue, performative approach, tolerance of uncertainty

Introduction
The performative approach helps mental-care professionals learn Open Dialogue’s principles
Open Dialogue, which was developed in Finland in the 1980s for the treatment and care of mental illness, has provento be applicable to a variety of other care service areas (Iba 2017, Ishihara & Saito eds. 2022, Hosokawa et al. 2020),
such as supporting hikikomori in Japan. Group dialogues reactivate the inherent human nature to stay together in the“here and now.” This applies not only to care recipients, but also to mental-care professionals who can experience
healing and empowerment (Seikkula & Arnkil 2014).
I have designed and conducted introductory Open Dialogue workshops incorporating the performative approach sothat mental-care professionals can learn the key principles of Open Dialogue.
From my research into introductory training courses and guidelines, it appears that the positioning of improvisationand its important role in learning Open Dialogue has not yet been a topic of research.
In this presentation, I focus on learning one of the dialogue principles, “tolerating uncertainty,” and report on how
an improv game is used for that purpose. Although “tolerating uncertainty” is considered particularly difficult forJapanese people, the improv game seems to facilitate participants’ learning in a relatively short period. I will also showwhat kinds of reflections participants make and discuss potential online learning in line with improv and Open
Dialogue.

Research Design & Method
This study
This study reports on an introductory Open Dialogue training program designed and implemented using theperformative approach. This study was part of a doctoral dissertation project. The training was conducted in the formof a workshop and delivered online to NPO staff who provided interpersonal support. Each session lasted forapproximately two hours. In some cases, the number of sessions was increased from four to five.
How it all began to developThis training had an original pre-stage in which it was developed. In April 2021, during the COVID-19 pandemic,Dr. Nobuhiko Itani, who specializes in clinical education, and I designed a four-part series of workshops combining
dialogue and improvisation and had conducted nine series by October 2022. We developed this workshop series sothat participants could learn the important elements of Open Dialogue through improvisation. I was in charge of the
dialogue, and Dr. Itani was in charge of the improvisation. The title of the series was “Dialogue and Improvisation
Series,” and each session lasted about two hours. The number of sessions was four or five depending on the time. The
maximum number of participants was 12 and the minimum was 4.

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Table 1
Overview of the “Open Dialogue and Improvisation” workshop series
Perio Title (theme)dSchedule# of# of
Day 1 title
session particis
pants

Day 2 title

Day 3 title

Day 4 title

Day 5 title

Dialogue &Improvisation2:
Dialogue,reflection,
resonance

Dialogue &Improvisation
3:
Learning
improvisation

Dialogue &Improvisation
4:
Polyphony andcollaboration

1st

Introduction to 2021 4
Open Dialogue 4/3,
and10,
improvisation 17,
24

8

Dialogue &Improvisation 1:
Playing withimprovisation

2nd

The joysand difficulties
of Open
Dialogue

4

11

Open Dialogue 1: Improvisation Improvisation
Experiencing and 1:
2:
sharing
Putting on and Accepting
taking off the each other’sarmor of“voices”
authority

Open
Dialogue 2:
Conflict andco-creation

3rd

Emotions and 8/7, 5
empathy in
14,Open Dialogue 21,28,
9/4
Tolerating and 10/2, 5
playing with9,
uncertainty
16,
23,
30

12

Open Dialogue 1: Improvisation
Unraveling theGame 1:emotions
Emotions and“Always rising
after a fall”

ImprovisationGame 2:
Empathy andreflection

Open
Dialoguesfor
Dialogue 2:
Relying on the reflections
emotions

10

What is“tolerance ofUncertainty”?

Playing withuncertainty(part 1)

Playing withuncertainty(part 2)Polyphony oftolerance touncertainty

Dialogicreflection

Dialogue andpolyphony

5

What is“voice” inOpen Dialogue?

Poetry andpolyphony

Improvisation Polyphony ofand polyphony innerdialogues

Dialogicalreflection

5

Inner dialogue & Space andreflection
anxietyNA

4What is Open
Dialogue?

NA

Things that are Opennot words
Dialogue &reflection

3

NA

NA

NA

Open
Dialogue &reflection

4

NA

NA

NA

Open
Dialogue &reflection

4th

5th

6th

7th

8th

9th

6/5,
12,
19,
26

12/4, 5
11,
18,
2022
1/8,
22
Space and
2022 5anxiety
2/19,
26,
3/5,
12,
19
NA
5/14, 4
21,
28,
6/4
NA
7/16, 423,
30,
8/6
Inner dialogue 9/3, 4
and physicality 10,
to see change 24,
10/1

Worriesseeds
anxietyand Openof Dialogue &reflection

Current research
I adopted the above format and am now conducting Open Dialogue training for NPO staff as part of my doctoral
dissertation. The training was held online four times in May and June 2024, with a follow-up session scheduled for
September. The participants were staff members of an NPO that provided interpersonal support. The author was the282

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facilitator and there were nine participants, although some were absent at times. The fourth session was designed toteach how to “tolerate uncertainty” in an Open Dialogue.
The actual workshop and the participants’ reflections
The fourth session was held in June 2024 with seven participants. After a short lecture with six slides on theimportance of the principle of “tolerating uncertainty,” an improv game was introduced as a practical learning session.
The improv game used is called the “gift-giving game.” In this game, participants are paired: one person makes agesture of handing a gift to their partner, and the partner makes a gesture of receiving it. The directions of the gameare as follows:
1. Before giving the gift, look closely at your partner and feel until you think of the gift you would like to give.
2. When giving the gift, express the feeling of holding the object in your hand, its shape, weight, and texture bygesture.
3. The recipient feels what the gift is like, and even if they do not know what it is specifically, says “thank you” andcontinues the conversation. For example, if you guess that the gift is big from the gesture, you can say “thankyou for such a big gift.”
4. After the conversation continues, the facilitator looks at the timing, gives a signal to end the game, and asks the
person who gave the gift to say what the gift was. They are asked to explain how they felt when they gave it andwhy they did so that way.
5. The person who received it is asked to talk about what they thought the gift was and how they felt about it.
After the session, the participants were asked to write their reflections using text on the group LINE used to contact
each other, and four people responded. (Normally, all sessions were recorded, but this time, I forgot to press the record
button, so this is how it turned out.) Table 1 summarizes these observations.
Table 2
Reflections of the participantsParticipant Reflection
A“In the gift-giving game [where one person makes a gesture of giving a gift and the other person tries
to guess what the gift is], the recipient said thank you, but I could see their facial expressions convey
their confusion [about the uncertain gifts], which was interesting.”“I thought it would be better if I, the receiver, could accept the sender’s feelings without any
judgment!”
B
I realized that it’s important to try and “feel” what the “gift” is from the other person’s impression,
rather than what the gift [being gestured] is.
C“In the gift-giving game, it was fun to synchronize (our breathing) through the screen. It was likeenjoying the slow process of something uncertain becoming certain. It’s good to get the answer right,
but I thought it was also good to just enjoy the moment even if you don’t know the answer. Receiving
and giving: this is what you exchange in dialogue.”D

It wasn’t a simple gesture game, but the exchanges filled with emotions were heartwarming. In thistraining, just watching the exchanges of people made me feel happy. With my personality, I tend torush to conclusions, so normally I wouldn’t be able to have this warm feeling.

Holzman (2016) sees improv “(a) as a tool-and-result activity, in which the creating of the scene and the scene comeinto existence simultaneously; (b) as a bridging of the cognitive–emotive divide with its simultaneity of action andreflection and socially produced and shared thinking-and-feeling.”
The participants’ reflections suggest that the improv game helped them feel their partner’s presence while observing
each other and creating a gift-giving scene. There were also comments about people being more conscious of theprocess of observing another person’s facial expressions and trying to sense their feelings rather than correctly guessing
what gift they were presenting. Some comments stated that they found learning to “tolerate uncertainty” through this“play” to be interesting and enjoyable.

Conclusion
The principle of “tolerating uncertainty” in Open Dialogue emphasizes the importance of not giving “correct”
answers and advice to clients. This seems difficult for novices, because they tend to give advice immediately out ofgood intentions. According to Hofstede’s six-dimensional model (Miyamori & Miyabayashi 2019), a framework forintercultural understanding, Japanese culture has many rules and customs because of its strong tendency to avoid
uncertainty. It is thus considered very difficult to learn the principle of “tolerating uncertainty” in Japanese society.
However, in the improv games, the workshop participants seemed to be able to learn to “tolerate uncertainty” in a
relatively short period. In games, uncertainty enhances creativity and mutual support among participants. It can be said

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that accepting uncertainty through positive experiences in “play” makes it easier to control the habit of giving “correct”
answers and advice in the practice of Open Dialogue.
Finally, I will discuss the potential of online sessions. Before the COVID-19 pandemic, online Open Dialogue
sessions were considered impossible. However, even online, there can be moments when participants feel a sense ofunity in the “here and now.” The characteristics of online sessions, including their limitations, can become positive
depending on how they are conducted.
1. Because the face is in the center of the screen, it is easy to closely observe facial expressions.
2. As only one person can speak at a time, participants can use their talk turns to express their reflections. By
encouraging participants to verbalize their feelings, especially subtle changes in sensations at the physical level, they
can share aspects that have been taken for granted and not spoken about.
The implications need to be discussed in future studies.

References
Holzman, L. (2016). Vygotsky at Work and Play. Routledge.
Hosokawa, R., Kadoma, A., Nomura, N., Asano, M., Yamamoto M., Sato, H., & Shiraki, K. (2020). Gyakutai
booshieno kazokushien Open Dialogue no shikou: jiousoudannjo niokeru shokuinkenshuu no torikumi.
Hokenshi Journal, 76(10), 854-861.
Iba, T. (2017). Open Dialogue pattern o tsukuru: jissen no shien to kyouiku, shishiki bunya eno ouyou nimukete.
Japanese Journal of N: Narrative and Care, 8.
Ishihara, K. & Saito, T. eds. (2022). Open Dialogue jissen system to seishin iryou. Tokyo Daigaku Shuppankai.
Miyamori, C. & Miyabayashi, R. (2019). Keiei senryaku toshiteno ibunkatekioryoku Hofstede no 6jigenmoderu
jissenteki katsuyouhou. Nihon Nouritsu Kyokai Maneejimento Sentaa.
Saito, T. (2015). Open Dialogue towa nanika. Igaku Shoin.
Seikkula, J. & Arnkil, T. (2014). Open Dialogues and Anticipations: Respecting Otherness in the Present Moment.
National Institute for Health and Welfare.
Tsutsui, M., Emoto, R., Kusayanagi, H., & Kawana, R. (2010). Action Research Nyuumon: Kangokenkyuu no aratana
stagee. Life Support sha.

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Manga as Performance in English Language at a Japanese
University
Matthew WiegandMusashino Art University, Temple University JapanAt a Japanese art school students in an EFL course studied American comics and Japanese manga, identifying themes,
discussing character origin stories, deepening their understanding of historical context and influences on design, and gaining
new language. Students presented on Golden Age American comics they analyzed from large online databases and completed
a mid-term evaluation that assessed their retention of the lectures. Students read from a large selection of Japanese mangatranslated into English and completed an assignment task. As a final performance students wrote their own 14-page mangain English and shared them on social media.
Keywords: Comics, Content Based Instruction, Manga

Introduction
Comics give insight to the language and culture at critical times in history, as art is a window into the concerns ofsociety. Manga is “inextricably tied to social and political discourses” (Suzuki & Stewart, 2023, p.107) A student who
writes their own manga is performing culture, a student who reads manga is performing another act of culture. This
paper will explain the course design of a content-based instruction course with the theme of manga and comics, at aJapanese art university. Manga and comics were chosen because in CBI subject of interest to the students is a main
consideration (British Council, n.d.). Manga is often read alone, from an early age, and often introduced to the reader
by a friend (Ingulsrud & Allen, 2009). In the first part of the course, students attended lectures about the Golden andSilver Age of American comics, accessing public domain data bases of Golden Age comics, attending lectures, giving
presentations, and holding discussions about American comics. In the second part of the course, students readJapanese manga in English, completing reflective worksheets about what they had read - reading performance, or “thecapacity to use and reflect on written texts in order to achieve goals, develop knowledge and potential, and participate
in society” (OECD, 2018). Throughout the course students also illustrated semi-weekly original manga assignments.
As a final project, students wrote and illustrated their own 14-page manga. A requirement of the final project was forstudents to show their work in a public forum.
Background
The Golden Age of American comics books is generally seen as having been from 1938, starting with the first
appearance of Superman in Action Comics #1 to the mid 1950s and ending with the [U.S] Senate Judiciary
Subcommittee on Juvenile Delinquency and the introduction of the Comic Code Authority. (Center for Legislative
Archives n.d.; Gonzalez, 2022). Enduring characters from the Golden Age include Superman, Batman, Wonder
Woman and Captain America. In Action Comics 1, Jerry Siegel and Joe Shuster, two Jewish boyhood friends, createdSuperman inspired by biblical stories like Moses the prophet (Ip, 2017). Wonder-Woman was created to be a feminist
icon from the beginning. Depicted breaking her chains was part of most of her stories - a deliberate choice to symbolize
casting off the shackles of male-dominated society (Lepore, 2015). Superman, Wonder Woman along with Captain
America served as a soft propaganda that rallied citizens and soldiers alike for the war effort. Issues of Superman wereshipped to American troops to support the war effort (Gordon, 2017). Many of these super-heroes fought racist,
dehumanizing caricatures of America’s enemies, particularly the Japanese. These dehumanizing, racist depictions may
have enabled the “justifiable” use of the atomic bomb against Japan (Chun, 2017). Some comics warned of the dangers
of atomic energy, more were fascinated with it. After the bomb, the concern with atomic power was evident in comics
from the Golden Age, with names like Atomic Comics, Atomic Thunderbolt, Atomic Man, Atoman, Atom Wizard, and even
Atom the Cat and Atomic Rabbit. Atomic as a buzzword was harnessed to sell comics (Szasz, 2012). In the 1952, Japanesemanga legend Osamu Tezuka would even deploy this tactic with Tetsuwan Atomu (The Might Atom). However, thetrue brutality and destruction of the bomb would not be accurately depicted in manga or comics until works like 1973’s
Barefoot Gen by Keiji Nakazawa, survivor of Hiroshima. Some Golden Age comics did feature graphic violence.
Horror and crime comics began outselling super-hero comics after the war. Images of hanged men, severed heads,
drug use along with a crusade by psychiatrist Fredric Wertham prompted a U.S Congressional hearing to discuss theeffects of comics on American youth. The Comics Code Authority (CCA) was created in response. The CCA, although
not a government agency effectively censored comics by giving editorial guidance that is said to have created abottleneck where only superhero comics survived. Comics produced after the introduction of the Code until the early
1970s fall under the banner of the Silver Age. Hero comics began to become more complex. In the Silver Age, heroes
still had tremendous powers, but their flaws were now important. Iron Man was modeled after billionaire aviation andmilitary industrialist Howard Hughes (Batchelor, 2017) but he had a fatal heart defect. The Hulk was out of control

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and possessed by rage, inspiration for the design of The Hulk came from Jekyll and Hyde and Frankenstein’s monster(Hiatt, 2015). Even Captain America, who was re-introduced in the Silver Age, began to reflect on failed missions andquestion his orders (Thomas, 2017). The stories of crime, murder and espionage gradually were reintroduced, only
now they were told in the super-hero genre. In a story that is said to have ended the Silver Age and weakened the
CCA, Spider-man’s best friend was shown addicted to hard drugs. Marvel had published this issue without the seal of
approval of the CCA and the Silver Age ended. Meanwhile, manga in post-war Japan during the manga boom didn’tface the same scrutiny as was leveled by the CCA. Many argue that manga developed so diversely because of this fact.
Graphic sex and violence have historically been more common in young adult and adult manga than in American
comics (Ingulsrud & Allen, 2009). However, manga has faced censorship and restrictions since at least the Edo era. In
the 21st century, Barefoot Gen has been repeatedly targeted for removal from school libraries (Suzuki& Steward, 2023).
There have been ongoing movements against and legislation to control manga and its depictions of indecency, sadism,
and its alleged harmful effects since 1965 that peaked again in the 1990s (Kinsella, 2000). Due to time limitations,instead of lecturing on the history of manga in Japan, students were provided with a selection of diverse and culturally
important Japanese manga from Showa era to the present day. These manga had been translated into English. Students
worked in class, selecting what manga to analyze, and completing in-class assignment tasks in which students reflectedon their reading.

Participants, Course Design, & Methods
Participants in this research were 22 intermediate level students of English as a foreign language. The students gave
written consent for their work to be included in the research and informed that course evaluation and participation in
the research were separate, that participation would not influence their course outcomes. The students were enrolled
in a faculty of interdisciplinary research and design. The students were not in the faculty of painting, or illustration.
The first week, students were surveyed about their opinions on manga and the researcher led a discussion about manga
and literacy. Survey points were based on a course by R. Rusca at Meiji University. The second and third classes focusedon the Golden age of comics. After the third week of the course, students accessed websites which contain over 43,000
digitized public domain comics. Participants chose, read, analyzed, and gave a presentation on their reading. The fifth
week featured Horror, Adult Gag, and Crime Comics. The sixth focused on US Congressional hearings and theestablishment of the CCA. The Seventh and eighth weeks were dedicated to the Silver Age and the new types of heroes
that developed. As a mid-term review, students completed a 3-page open note review task. Students were allowed to
discuss their answers with each other and consult lecture notes. This midterm assignment included an image analysis
of Golden Age comics featuring violent covers modeled on educational material developed by the U.S. National
Archives (National Archives, n.d.). Weeks nine through twelve, students read English translations of Japanese manga.
To evaluate reading performance and comprehension, students completed. Students chose from a selection of
approximately 30 manga titles. There was no required number of pages and students were asked only to analyze thestories they read in one class period. Throughout the course, students were writing and illustrating semi-weekly original
manga assignments that included the themes like “Your Day Today”, “My Origin Story”, and “My Darkest Hour”. In
week 9, students interacted via Zoom with professional comic author Zach Davisson. The course leader participatedin critiques with the students helping them to correct grammar errors, clarify their writing and develop conceptual
points in their manga. The final project the course was to complete a 14-page illustrated manga in English that was tobe shared in public. Students were given the choice of displaying their work on social media, at a manga convention,or in a local gallery. The requirement that the art be shared in public was based on coursework developed by K.
Morikawa in an undergraduate seminar at Meiji University’s School of Global Japanese Studies.

Results
Survey, Presentation and Mid-term Results
40% of students strongly agreed, and 28% agreed that manga was a useful educational tool for helping students learn
to read. However, 48% “slightly agreed” and 8% agreed with the statement “If a child sees violence in a manga, they
will probably try to copy it in real life”. 100% of the students agreed (56% strongly) that manga and comics were usefulfor sparking interest in “deeper” intellectual pursuits such as science, history, ethics, or literature. Students were asked
to comment about Barefoot Gen being restricted educational material. One student commented the material contained“too much personal ideology” to be educational. Two students suggested the material was too difficult for elementary
school but appropriate for high school. The other 21 students opposed removing the material, some recalling theirown first time reading it, and one student disclosed their hometown was Nagasaki and respected the manga’s
importance. However, they emphasized the need for an adult to explain the comic but were opposed to its banning.
After the term Golden Age Comics was defined, and the years explained, students were asked if they knew any “GoldenAge” heroes. Zero students answered correctly, instead naming Silver Age heroes they were familiar with. Afterattending lectures on the Golden Age of comics, students gave presentations on comics they accessed through large
public domain databases. Students were able to identify attitudes that differed from today. For example, one student
wrote “the comic reflects the varied roles and aspirations of women in the 1950s…the humor style in the 1950s

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portrayed women as stupid”. Students commented on the advertisements reflecting consumer trends of the era, like
schemes to get rich or lose weight in no-time. One student commented “I have no idea why women want to lose theirweight in every era”. One student read a comic that warned of the dangers of atomic energy, commenting “this bookis designed to discourage the misuse of nuclear testing”. One student identified an anti-slavery themed sci-fi mangafrom 1950 which they believed was influenced by the 1948 Universal Declaration of Human Rights. By the mid-term
assignment, 89% of the students correctly identified 90% or more of Golden Age versus Silver Age characters. 75%
of students were able to identify specific cultural influences 21% referred to these influences in general terms. When
analyzing an image from a Gag comic book cover that showed a boy blowing up a train set, resulting in a mushroom
cloud, 37% of students felt the image was simply violent, 37% described it as harmless humor while 17% responded
that although it was meant to be funny, they didn’t find it to be. For example, “I think comic was made to make ahumorous social commentary but…it is a violent and disturbing scene…we feel mocked for portraying such a serious
event in a humorous way”.
Original Manga Semi-Weekly Assignments
Students collectively produced approximately 160 pages of manga before the final assignment. On assignment “YourDay Today”, 92% of students wrote about the heavy rain and their struggle to attend class. For the assignment “A
story from your childhood” 20% wrote about some kind of trauma, 21% wrote about the positive effect manga hadon their life and 33% wrote about the importance of perseverance. One student wrote about how they were introduced
to manga by a friend. For the assignment “My Origin Story” 25% of students based their stories in the real world andthe remainder incorporated fantasy elements. For the assignment “Horror, Sex and Crime” students were asked tosubmit both rough sketches and final black and white 2-4-page stories. 38% only uploaded one version of their story.
For the cover art homage, students were asked to design a full-color homage to a classic comic cover and include
English lettering. The type of homage was open to interpretation. 38% created new covers using licensed charactersfrom existing intellectual property. 62% created new characters for their homage. During discussions with professional
Zach Davisson, students discussed character design. When asked “What makes a compelling villain?”, he answered“The best villain 100% believes they are the hero”. When asked “How do you write a good story?” he replied “Findyour character’s motivation and build a story around it. The Hulk just wants to be left alone, so the story is someone
bothering him”. Students participated in critiques with the instructor who suggested grammar and artistic direction.
Asked about a candy-themed character’s origin story, the student suggested “god” bestowed the powers. The instructor
helped the student research the Japanese god of confectionaries, honored by candy companies. In another case, twocharacters looked similar diminishing readability. After discussion, the artist gave one character a distinctive hairstyle.
Reading Manga in English
When in performance of reading Japanese manga in English, during the second part of the course, students were given
assignment tasks. In these tasks they were asked to identify any new words or phrases they learned. The wide range ofphrases and words included idiomatic expressions: never mind, the night is young, onomatopoeic: retch!, thud, academic:
miserable, fingerprint and slang: dim, dummy. Students collectively encountered and wrote English language definitions for
96 words and phrases that were new to them. A few of the many societal themes encountered and identified included:
satire of the patriarchal system and narrow communities in postwar Japan in Sazae-san, women heroes reflecting thechanging roles of women in society in Sailor Moon, the Japanese government propagandizing its’ own citizens in BarefootGen, “disdain for one’s own gender” in The Rose of Versailles, and changing acceptable educational practices from whenthe manga was written – such as forcing a child to stand in a corner-in Doraemon.
Final Project Results
For the final projects, students completed manga that were 14 pages. These manga are available in the printed form at
the ICoME conference. All students chose to upload their final work on one of 3 popular social media sites. No
students elected to enter a comic circle and display at a comic convention or display their work at a gallery. Themes intheir final projects included personal stories of trauma or success, heroes and heroines, sports, horror and crime, andfantasy. Two examples include: a recollection of time spent in the Korean army and a candy-based super-villain who
thinks they are a hero. The tones ranged from dark to deeply personal to light and humorous.

Discussion
Students largely saw manga as possessing educational value, despite being reading and discussing the many criticismsof both comics and manga. Because only one student suggested that manga was not educational, it can be understoodthat the students valued the themes and outcomes of the course. The course was conducted at an art university, so it
may be that students placed more value on artistic endeavors such as manga and comics than other schools. However,none of the students were enrolled in a painting or illustration major, and manga is widely read through Japan.
Therefore, it is likely that a similarly structured CBI course would work with some refinement in other educational
contexts in Japan. While engaging in reading performance and reporting on it through presentations and assignment
tasks, students recorded new knowledge on society and history, reflected on written texts to create their original manga,

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developed their potential through critiques and discussions and participated in society by uploading their original works
to social media. Many students naturally gravitated towards discussing the manga with each other. Because reading
manga is often done alone, they may have enjoyed this opportunity to discuss with their peers. Many students choseto read manga in English that they had read when they were children, revisiting old favorites. When creating original
manga, as a performance through semi-weekly assignments and final projects, students incorporated design andcontent themes they researched throughout the course. By engaging in discussions with peers, professionals and thecourse instructor students developed their manga continuously throughout the semester. There were several limitations
to the study and ways that the course could be improved in the future. For example, in an informal discussion withstudents, the researcher learned that three had never drawn a complete manga before. It would be interesting to survey
the students before the class if any had previously drawn manga, especially in a foreign language. The final project was
introduced mid-way through the course. This left little time for students to enroll in a manga circle and register for alarge convention to show their work. In the future, the final project should be introduced in the first week and more
support should be given to students considering displaying their work at a manga convention. The researcher was attimes inconsistent about the methods to collect original work. For the first four weeks, all original work was collected
and in the later half all work was uploaded to an online platform and reviewed. In the future, all work should becollected via an online platform and reviewed, allowing students to retain all their original drawings.

Conclusion
This course was a success in terms of student performance. Students were highly engaged in the content of the course
throughout the semester as evidenced by the high quality of written responses on assignment tasks, presentations,semi-weekly manga assignments, and final project quality. These results indicate that reading manga as performanceand the performance of writing original manga are worthy of additional research in the second language classroom andcan produce captivating, deeply personal narratives, fantastic stories, humor, satire, suspense, and horror that allow
the students to communicate their grasp of the target language. In some cases, in a way that they never had before.

References
British Council. (n.d.) Content Based Instruction. [articles] https://www.teachingenglish.org.uk/professionaldevelopment/teachers/educational-policies-practices/articles/content-based-instruction
Chun, C. (2016) Aesthetics, Ethics, and Narratives of Race in the Bombings of Hiroshima and Nagasaki. Race andPedagogy Journal: Teaching and Learning for Justice, 2, 1. University of Puget Sound
https://www.jstor.org/stable/community.36099170
Cohn, N. (2012). Comics, Linguistics, and Visual Language: The Past and Future of a Field. In Bramlett, F. (Ed.),
Linguistics and the Study of Comics (1st ed., pp. 92-118). Palgrave Macmillan.
Center for Legislative Archive, United States National Archives (n.d.). Congress investigates. The Senate Judiciary Committee’s
SubcommitteeonJuvenile
Delinquency
Investigates
Comic
Books
in
the
1950s
https://www.archives.gov/files/legislative/resources/education/comic-books/all-worksheets.pdf
Gordon, I. (2017) Superman: The Persistence of an American Icon. Rutgers University Press.
Gonzalez, J. (2022, October 26) The Senate Comic Book Hearings of 1954. Library of Congress.
https://blogs.loc.gov/law/2022/10/the-senate-comic-book-hearings-of-1954/
Hiatt, B. (April 29, 2015) Stan Lee on the Incredible Hulk’s Path to ‘Age of Ultron’. Rolling Stone,
https://www.rollingstone.com/culture/culture-features/stan-lee-on-the-incredible-hulks-path-to-age-ofultron-80207/
Ingulsrud, J. & Allend, K. (2009). Reading Japan Cool: Patterns of Manga Literacy and Discourse. Lexington Books.
Ip, J. (August 10, 2017). Superman Fights in the Holocaust: Honoring Heroes. Wagner College Holocaust Center.
https://wagner.edu/holocaust-center/superman-fights-holocaust-honoring-heroes/
Kinsella, S. (2000). Adult Manga: Culture & Power in Contemporary Japanese Society. University of Hawai’i Press.
National Archives (n.d.) Congress Investigates: The Senate Judiciary Committee’s Subcommittee on Juvenile Delinquency Investigates
Comics Books in the 1950s (Educational Resource). United States National Archives, The Center for Legislative
Archives. https://www.archives.gov/files/legislative/resources/education/comic-books/all-worksheets.pdf
Lepore, J. (2015). The Secret History of Wonder Woman. Knopf.
OECD (2024) Reading Performance (PISA). OECD. https://doi.org/10.1787/79913c69-en
Suzuki, S. & Stewart, S. (2023). Manga: A Critical Guide. Bloomsbury
Szasz, F.M. (2012). Atomic Comics: Cartoonists Confront the Nuclear World. University of Nevada Press
Thomas, R. (2017) The Marvel Age of Comics 1961-1978. Taschen

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The potential of “laughter” as a message:
Analyzing a university dialogue workshop
Mika Suzuki
Tokyo University of Foreign Studies, Japan(TUFS)
mika@tufs.ac.jp
This presentation examines student learning observed in a manzai workshop conducted with a guest lecturers in a university
undergraduate language course that the presenter was in charge of called "Media Japanese." First, after reviewing Kimura's(2010) model of the process of generating "laughter" and Suzuki's (2005) along with other concepts of media literacy, an
overview of the manzai workshop is presented. Course comments submitted by students were examined as the target dataand coded using SCAT to provide a theoretical description. The results of the analysis showed that students experienced 1)
a sense of satisfaction from creating a story collaboratively, 2) the joy of generating laughter, and 3) an awareness of thepossibilities of a communicative language (other than Japanese) for manzai through workshop activities in which they createdand performed an exchange (manzai material) that included "laughter" (manzai neta).

Keywords: Manzai workshop, Laughter, Improvisational collaborative learning, SCAT

Generation of "laughter" and its educational implications
While the media has deeply permeated all of our lives, and information now easily crosses national borders
and personal boundaries, making it possible to access material every moment on the planet, there is a need for
education that enhances psychological openness and empathy in relation to the individual's mind, growth, andcommunication through direct connections. One such vehicle is the use of laughter.
According to Oshima (2010), humorous conversation in Japanese involve the creation of laughter by bothparticipants in the conversation, as the listener aids, asks questions, laughs, or says a few words in response to the
speaker's experiences. Both manzai and rakugo are forms of storytelling that take advantage of this conversational
development. It could even be said that communication that includes laughter can increase psychological opennessand empathy.
Kimura (2010) proposed "the unified theory hypothesis of laughter" based on the work of Spencer andFreud. Normally, when people process information from the outside world, they activate their own schemas tounderstand it. However, when the amount of energy required changes (e.g., when a partner suddenly slips up) in
relation to the load energy that has been anticipated and stored for understanding the partner's story, the surplus energyis "discharged" into the kinetic system, which causes laughter. When laughter occurs, the instantaneous release of
surplus energy produces "joyous nothingness" in the conscious areas of the brain. Laughter and humor have the ability
to deconstruct the receiver and free him/her from the constraints of meaning and thought, as well as to "liberate thepsyche from the burden of failure and suffering, from the fear of lack and persecution" (Kimura 2010: 1-20). Researchon laughter has been conducted in many fields, including brain science, communication research, literature, andmedicine.
Manzai experience-based initiatives have recently been on the rise as educational practices that utilize
laughter (e.g., Ito and Tabata 2017, Sekiguchi and Spain 2020, Suzuki and Shimaoka 2022). In all of these practices,the participating learners create and perform a manzai piece, which is then shared with all participants on site. As
outcomes of the practice, Ito et al. (2017) found an improvement in the participants' "communication skills," asmoothing of relationships among learners, an increase in spontaneous comments in class, and a revitalization of theclass atmosphere, while Sekiguchi et al. (2020) noted enhancement in "the ability to communicate," "the ability to
express," as well as "over-the-top nonverbal expressions" and "conversational pauses. In Suzuki et al. (2022),
participants' comments mention the fun of the manzai experience and their awareness of the potential of manzai toeffectively convey messages. Thus, although there were reports of many learning outcomes from the hands-on practiceof manzai, the number of cases is still limited, and a more detailed analysis is needed.

Current Concept of Media Literacy
This manzai workshop was conducted as part of the undergraduate language course "Media Japanese: Mediaand Messages.” In this class, the concept of media was broadly considered, and media was defined as "a means bywhich a sender transmits information to a receiver (the medium acting as an intermediary between the two), and289

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influences the thoughts and actions of those who receive the information. To define media literacy (ML), which isessential when considering media, we based our definition on NAMLE's (2017) "(ML) as the ability to access, analyze,
evaluate, create, and act on all forms of communication." Also, we adopted Suzuki's (2005) conception of media literacy
as "the ability of citizens to critically analyze and evaluate the media in a social context, access the media, and create
various forms of communication" and "efforts to acquire such ability." These were based on the recognition of theimportance of not only analyzing messages and media, but also creating, expressing, and communicating in today's
knowledge-based and knowledge-creating society.

Manzai Workshop in the "Media Japanese: Media and Messages" Class
Outline of the Manzai Workshop
In the course "Media Japanese: Media and Messages," taught by the Faculty of Global Japanese Studies,
TUFS, undergraduate students (native and non-native Japanese language students) are asked to check and briefly
analyze the current media situation and the characteristics of information (messages) from both the transmitting andreceiving party’s perspectives. In the class, "Manzai Workshop" is positioned as an activity for learners to create,transmit, and share messages by themselves; and then, a guest lecturer is invited every year to conduct the workshop(Suzuki & Shimaoka 2022; 2024).
The fall semester 2023 Manzai workshop consisted of two 90-minute classes that included a mini-lecture,pairwork to create a manzai story, and a presentation. The first session was conducted online via Zoom, and the second
session was in a face-to-face format (see Table 1). The setting was intended to encourage participants to relax, learn
about manzai, and actively enjoy themselves with others.
The class objectives were 1) to experience and feel the fun of manzai through the manzai workshop, and 2)
to use the workshop as an opportunity to think about manzai as a way of conveying messages (Suzuki and Shimaoka
2022; 2024).

Manzai Workshop (2nd; face-to-face)

Based on the activities of the first workshop, the mini-lecture of the second workshop introduced thestructure of manzai material (deochi, (foreshadowing) recovery, san-dan-ochi, kabuse), differences in expression byregion (Kanto/Kansai), and variations of manzai material in languages other than Japanese (English, French, Italian,etc.) were also introduced. The manzai neta below shows an example of a san-dan(three-step) ochi (Suzuki and
Shimaoka 2024).
Following the mini lecture, the 46 students in the 2023 cohort were paired up, and the pairs decided on theirown kombi (combo) names. The pairings were randomly assigned pairs of native Japanese-speaking and non-native
Japanese-speaking students. The time allotted for pairwork to create manzai neta was 13 minutes. The neta was createdutilizing what the students had learned in the mini lecture on manzai techniques; some pairs featured similarities insound and/or gaps in logical development.
Demonstration example of san-dan-ochi in mini-lecture:
A: 日本のスポーツは何が好き？Nihon no supootsu wa naniga suki? (Which Japanese sport do you like ?)B: うーん 柔道かな。
Uun Judo kana. (Um, I guess Judo.)
A: 他には？
Hoka niwa? (What else?)
B: うーん 剣道かな。
Uun Kendo kana. (Hmmm, Kendo, maybe.)
A: 他には？
Hoka niwa? (What else?)
B: うーん 極道かな。
Uun Gokudo kana. (Hmmm, wicked.)
A: ずいぶん道を外れたね。 Zuibun michi wo hazuretane. (You've deviated quite a bit from the path.)

Manzai neta from student combos
コンビ名 Konbimei (combo name): チュロス Churosu (Churros)
A: 最近寒くなってきたねー。Saikin samukunattekitanee. (It's getting colder these days.)
B: そうだねー。
Soodanee. (That's right.)
A: もうすぐクリスマスだし、この近くで ショートケーキ売ってる所あるかな？
Moosugu kurisumasu dashi konochikaku de shootokeeki utterutoko aru kana.
(It will soon be Christmas, and I wonder if there is a place near here that sells shootokeeki (shortcake).
B: 駅前の薬局でしょうー。
Ekimae no yakkyoku deshoo. (It's probably at the pharmacy in front of the station.)
A: 薬局、、、？
Yakkyoku…? (Pharmacy, huh?)
それは消毒液でしょ、もうええわ。Sore wa shoodokueki desho, moo eewa. (That's disinfectant, isn’t it. Enough.)
AB: どうも、ありがとうございましたー。Doomo arigatoogozaimasitaa. (Thank you very much.)290

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コンビ名 Konbimei (combo name): 日韓首都 Nikkanshuto (Japan-Korea Capital)
A: いらっしゃいませ〜
Irasshaimase. (Welcome!)
B: すいません、骨なしキッチンください。 Suimasen, honenashi kitchin kudasai. (Excuse me, boneless kitchen, please.)
A: ああ骨なしチキンですね。レンチンしますか？ Aa, honenashichikin desune. renchin shimasuka.
(Oh, boneless chicken. Would you like to microwave it?)
B: うーん骨なしキッチン、ランチで。
Uun, honenashikitchin, lanchi de. (Umm, Boneless kitchen, for lunch.)
A: なんでやねん。骨なしチキンをレ・ン・チ・ンで？Nandeyanen. Honenashi chikin wo re-n-chi-n de?
(Why not? Boneless chicken with le-n-chi-n [microwave it]?)
B: ああ、じゃあ骨なしチキン、リンチでAa, jaa honenashi chikin rinchi de (Oh, well boneless chicken, lynch).
A: もうええわ。
Moo eewa. (That's enough.)
AB: どうもありがとうございました。
Doomo arigatoogozaimashita. (Thank you very much.)

Student learning from the workshop, analysis of class comments
This study used the Steps for Coding and Theorization (SCAT; Otani 2019) methodology to conduct aqualitative analysis of class comments obtained from 40 students who attended the second class of the Manzai
Workshop in the fall semester of 2023. The purpose of the analysis was to uncover how the students felt and what
they learned during and after the workshop. The SCAT for this project involved four steps of coding the data to beanalyzed: coding of 1) words and phrases to focus on in the data, 2) concepts to paraphrase words and phrases fromstep 1), 3) concepts to explain the paraphrased concepts of step 2), and 4) themes and constructs that emerged fromthe concepts of step 3). The themes and constructs from the step 4) were then weaved together to create a "storyline,"followed by a "theory writing" process. SCAT has been applied to analyzing interview utterances, but it is also
considered to be applicable to the qualitative analysis of open-ended questionnaire surveys and has been used that way
in several studies.
In the fourth step of the SCAT procedure, "Emerging Themes/Constitutive Concepts" coding produced
78 items. Using all of these 78 items, a "storyline" was created that exemplified student learning through the manzai
workshop. Based upon the storyline, "theoretical descriptions" were developed. Due to paper space limitations, six ofthe 17 theoretical descriptions obtained are presented below.
Theoretical Writing:
The workshop is an introduction to the basics of manzai in multiple languages and simple Japanese, given by anexpert.
In the mini-lecture, during the first half of the workshop, the instructor explains the techniques with examples andclarifies the types of manzai, which helps students become aware of the types of material and gain interest in thesimilarities between what is learned in this process and everyday terminology.
Participants are able to make use of their experience of learning a second language and the characteristics of thelanguage to create improvised comedic skits. In other words, they are able to make use of the misuse of the language,
the pronunciation of the target language, the misunderstandings caused by word breaks, and the differences between
languages.
Some students feel anxious about creating jokes and some have difficulty finding funny ideas that they can sharewith the other students.
As a result of the pair-based work, most students experience satisfaction in creating stories through collaborative
creation and a deepening of friendships through such collaborations. It is possible that some first-time pairs may
experience difficulties with collaborative improvisational creative activities. This may be an issue for any workshopthat takes the form of improvisational collaborative learning.
After the story-making time, each pair presents their original comic story to the whole class, using all the ingenuity
they can muster for the delivery, which leads to a feeling of joy having made the class laugh. In addition, they receive
warm feedback and highly positive comments on their creative material from the experts.

Discussion
Through qualitative analysis using the SCAT method, we have presented an overall picture of learning
through the manzai workshop, including a few small points raised by the students. An analysis of class comments
revealed that students gained a sense of "satisfaction from creating stories through collaboration," "joy from making
people laugh," "awareness of the possibility of a communicative language (other than Japanese) for manzai," andappreciation of "learning with a relaxing effect.” The creation and performance of manzai, including misalignments,

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caused the listeners to experience "a pleasant nothingness" (Kimura 2010), which freed their thinking frompreconceived notions. Since some participants, on the other hand, felt "a sense of difficulty” in collaborative
improvisational creative activities as first-time pairs, we would like to consider measures for improvement, such as
distinguishing between activities that are possible only because they are "improvisational creative activities" and thosethat could be more leisurely thought out, with a little more time in advance.
Table 1
Flow of the second manzai workshop
Class activities① Mini-lecture: variations of manzai + pairing② Determination of the pair name
③ Introduction of each student pair + mini-lecture: introduction of material (san-dan-ochi,
etc.)④ Creation of mini-manzai⑤ Presentation of mini-manzai and comments⑥ Class-related announcementsTime(minutes)
20
7
25
13
20
5

Acknowledgements
The practices in this study were conducted together with Manabu Shimaoka (Franponais), the guest lecturer of the
Manzai workshop. The workshop was funded by a competitive grant from the Institute of International Japan Studies,Tokyo University of Foreign Studies (undergraduate education), and the presentation was further supported by JSPS
Grant-in-Aid for Scientific Research 20H00096.

References
Ito, G. & Tabata, E. (2017). Manzaidukuri wo tsuujita dootokukyouiku no kanoosee [Potensial of moral education
through Manzai production]. Kyoshokukyoiku kenkyu[Teacher Education Research], 1, pp.21-29.
Kimura, Y (2010) Warai no tooitsukasetsu [Synthesis theory of laughter]. In Y. Kimura (Ed.) Towards a General Scienceof Laughter and Humor (pp.1-22). Shin-yo-sha.
National Association for Media Literacy Education (2017) Media literacy defined.
< https://namle.org/resources/media-literacy-defined/>（Viewed on July 9, 2024）
Oshima, K. (2010). Ibunkakomyunikeeshon niokeru yuumoa no yakuwari [The role of humor in cross-culturalcommunication]. In Y. Kimura (Ed.) Towards a General Science of Laughter and Humor. (pp.98-109). Shin-yo-sha.
Otani, T. (2019) Shitsutekikenkyuu no kangaekata: kenkyuuhoohooron kara SCAT niyoru bunseki made [Paradigm anddesign of qualitative study: from research methodology to SCAT]. The University of Nagoya Press
Sekiguchi, M. & Spain, D. (2020). Chuukyuugakushuusha niokeru sousakukatudou: manzai no shidoo wo tooshite[Creative Instruction Using Manzai in the Upper-intermediate Japanese Language Classroom]. Journal ofJapanese Language Teaching, 35, pp.45-53.
Suzuki, Mika & Shimaoka, M. (2024). Takokuseki no gakusee to geenin, kyooshi niyoru manzai waakushoppu － media
nihongo: media to messeegi [Improvised Mini-Manzai Creation and Types of Boke in Manzai: The Potential of
Manzai Workshops in Undergraduate Language Courses]. Journal for Japanese Studies, 14, pp.107-120.
Suzuki, Mika & Shimaoka, M. (2022). Sokkyoo minimanzaidukuri to neta ni mirareru tokuchoo: gakubugengokamoku
ni okeru manzaiwaakushoppu no kanoosee [Improvisation "Manzai Workshop" by Multinational Students,
Entertainers and Teachers: Attempt to Create a Unique Message in "Media Japanese" Class]. Journal for JapaneseStudies, 12, pp.99-115.
Suzuki, Midori(2005) Shinpan Study Guide media literashii nyuumonhen [New edition: Study Guide Media literacy<Introduction>]. Liberta Press.

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Trial Comparisons between YouTube’s Audience Retentions
and Viewers’ Affective Evaluations
Hiroki Ohsawa
Tohoku University, Kinjo Gakuin University, Japan
hiroki-ohsawa@kinjo-u.ac.jp
Toru Nagahama
Tohoku University, Japan
toru.nagahama.a7@tohoku.ac.jp
Following a typical video production flow, students were divided into several groups in a university class, and each groupproduced a promotional video for the university. After those videos were uploaded on YouTube as unlisted videos, the students
individually watched them one another and picked up six scenes that they felt were positive or negative as an affective
evaluation. In addition, viewer’s retention rate of each video, one of the YouTube analytics data which were automaticallygenerated by YouTube Studio, were obtained and compared to the students’ affective evaluation. The results revealed thepossibility of a certain relationship between YouTube’s audience retentions and viewers' affective evaluation.

Keywords: Affective Evaluations, Audience Retention, Media Information Literacy, Video Production

Introduction
The low cost of video production equipment and the global spread of video-sharing websites have made it possible
for anyone to become a creator of video content. UNESCO (2013) provided 12 competencies of media information
literacy (MIL) and one of them is “Monitor the impact of created and distributed information, media content andknowledge as well as use existing media and other information providers.” (p. 59). However, most of the conventional
research conducted through practical video production activities ends in the post-production phase of the video
production flow (Figure 1), and there are few cases where the video is actually released, and the results are monitored
and utilized in the next video production.
Therefore, in this paper, the relationship between the audience retentions as viewing data after releasing a video on
YouTube and viewers’ affective evaluations of the video is examined.
Figure 1
Video production flow
Development

Pre-production

Production

Post-production

Distribution

Phases that have been the main focus of previous studies.

Research Design & Methods
In the “Broadcast Program Production” class at the university where the author works, 35 students were divided into
six groups, A through F, and each group was asked to produce a university’s promotional video up to three minutes.
Following the general video production flow (Figure 1), one week was spent for planning and preparation, one hourfor filming, and one week for editing.
After the students submitted the final version of each video, they were uploaded and shown on the author's YouTube
channel as unlisted videos shared with only the students. The students watched these videos one another individually
on YouTube during the 90-minute class and answered to a Google Form asking six scenes (Table 1) that they felt
positively or negatively about with their starting time and reasons as affective evaluations.
The viewers’ retention rate of each video was automatically generated by YouTube Studio when the students watchedthose videos, and they were utilized as the viewing data for this research. In a YouTube’s audience retention, there are
two key moments called spikes and dips. According to Google (n.d.), “Spikes are moments in your video that were
rewatched or shared.” and “Dips highlight moments in your video that were either skipped or moments where viewers
stopped watching your video completely.” In Figure 2, the YouTube’s audience retentions (reference date 2024.06.14)

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and the number of comments for the six scenes based on each starting time about Video A (length: 2:09), Video B(length: 1:54), and Video C (length: 2:52) were shown graphically and compared.
Table 1
Six scenes that were asked on Google Form
Positive

Negative

1. Scene that you remember most
2. Scene that you want to watch again
3. Scene that you want to share with others
4. Scene that was well produced
5. Scene that you feel bored
6. Scene that was not well produced

Figure 2
Comparison between YouTube’s audience retentions and viewers’ affective evaluations of each video

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Results
For all videos, the audience retention was highest at 0:00, the beginning of the videos. This can be because YouTube
misrecognized that the timing 0:00 of the video was repeatedly watched by the viewers, since the playback always starts
from the top when the video is refreshed or automatically restarted. In addition, as the videos approached their endings,
the audience retention dropped gradually for all videos. Many viewers might leave the videos when they seemed there
was no more content.
In Video A, two significant spikes were at 110.34% at 1:04 and 117.24% at 1:42. Comments by starting time for positive
scenes were mostly noted around 0:01, 0:15, 1:04 and 1:42, while comments by starting time for negative scenes were
mostly noted around 1:05, 1:15 and 1:58.
In Video B, 109.78% at 0:16, 109.78% at 0:59, 94.57% at 1:26, and 89.13% at 1:42 showed moderate spikes. Comments
by starting time for positive scenes were mostly noted around 0:01, 0:16, and 0:58, while comments by starting time
for negative scenes were mostly noted around 0:15, 0:30, 0:49, and 1:42.
In Video C, fine spikes were found at 63.33% at 0:35, 75.00% at 1:10, 71.67% at 1:46, 65.00% at 2:03, 58.33% at 2:35,
and so on. Comments by starting time for positive scenes were mostly noted around 1:00, 1:17, 1:41, and 2:37, while
comments by starting time for negative scenes were mostly noted around 0:00, 0:20, and 0:32.

Discussion
Around the spikes of the audience retentions, there was an increase in the number of comments referring to thepositive scene. They decreased around the dips of audience retention, and conversely, the number of comments
referring to the negative scene increased.
However, although an increase in the number of comments referring to the negative scene was observed around 1:42
of Video B and around 0:32 of Video C, spikes in the audience retentions increased as well. One possible reason forthis is that when students were asked to find a timing of a negative scene as a class assignment, they inevitably paused
and rewatched that moment many times, and as a result, YouTube might misidentify that specific part of the video asa high audience retention timing.

Conclusion
In this paper, YouTube’s audience retentions and viewers’ affective evaluations were compared through the productionof a promotional video for the university. While there is a possibility of a significant relationship between the two, theway of the research needed to be improved to obtain more accurate results. In the future, viewers' affective evaluations
should be examined not only based on starting time but also as one whole video to deepen the research.

References
UNESCO. (2013). Global Media and Information Literacy Assessment Framework: Country Readiness and Competencies.
Google. (n.d.). YouTube Help, https://support.google.com/youtube/answer/9314415

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Linking an English Language Test(GTELP Junior) to the CEFR:
Embracing Foundational Teaching in the Age of AI
Kim, Minjung
G-TELP Korea, South Korea
mjkim.jayhawk@gmail.com

This study aimed to align the G-telp Junior English Language Proficiency Test with the Common European Frameworkof Reference for Languages (CEFR) using the modified Angoff method. The research involved a diverse panel of experts,
including educators and textbook authors, who conducted a rigorous level-setting process to categorize test results into
CEFR's A1 to C2 levels. The study validated the level-setting through procedural, internal, and external criteria, ensuring
robust and consistent split scores. The results demonstrated high classification accuracy and internal consistency, with the
majority of test takers achieving B1 level. The study underscores the significance of linking language tests to CEFR for
enhancing global language proficiency standards and educational policies.

Keywords: Validity, CEFR, GTELP Junior, English Language Test

Introduction
Purpose of researchThis study aims to align the G-telp Junior exam with the CEFR, using the modified Angoff method to calculate split
scores across CEFR's A1 to C2 scale and validate them based on procedural, internal, and external criteria. It builds
on methods like those used by the Korea Institute of Curriculum and Evaluation and references to validity studies by
Messick and Kane. The CEFR's role in objectively assessing and enhancing foreign language proficiency is highlighted,
alongside comparisons with TOEFL iBT, TOEIC, and IELTS. This approach supports the development andimplementation of educational policies and the improvement of language proficiency standards globally.

Theoretical background
The Common European Framework of Reference for Languages (CEFR) is widely used to measure foreign language
proficiency in education. In the 1990s, intuitive, qualitative, and quantitative methods were all used to develop thelevels and skills for each level of the Common European Framework of Reference for Languages.
Level-setting involves defining split scores to categorize test results into CEFR standards, employing methods like themodified Angoff method to ensure validity and balance. This process, supported by quantitative measures and panel
consensus, plays a critical role in significant educational decision-making.
Level-setting in language assessments combines intuitive, qualitative, and quantitative methods to categorize test results
into ability levels using the Angoff method. Validity is ensured through rigorous evaluation of intrinsic, extrinsic, andprocedural aspects, emphasizing consistency, realistic appropriateness, and systematic procedures throughout theprocess.

Research Design & Methods
This study focused on level-setting for the G-telp Junor exam using the modified Angoff method, aligned with the
CEFR standards. A diverse expert panel, including learners, textbook authors, and educational professionals,
participated in the rigorous process to ensure a balanced evaluation of English language proficiency across six CEFR
levels. The level-setting was conducted over three weeks, employing a detailed pre-orientation to familiarize panel
members with the CEFR and the specific methodology used. The panel utilized various materials, including a manualon linking tests to the CEFR and a collection of questions categorized by CEFR levels, to aid their understanding andjudgments.

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The process involved multiple rounds of assessments where the panel members defined and re-evaluated the minimum
ability required at each CEFR level using the modified Angoff method. Feedback after each round included statisticalanalyses of split scores, aiding in refining the levels. The study also incorporated the Bookmark method as an additional
validation technique to review test results from multiple perspectives.
Table 1
Descriptive Statistics

DomainG-telpNumber of

Number of

Questions

Test Takers

80

4627

AverageStandard

Skewness

Kurtosis

Deviation

46.3

9.87

0.23

Minimum

Maximum

Value

Value

15

91

-0.82

JuniorTable 2
Characteristics of Level Setting Panel
Category

Frequency

Percentage(%)

Male

6

60%

Female440%South Korea

3

30%

USA

5

50%

UK

1

10%

Pakistan, USA

1

10%

Korean330%English5

50%

English, Chinese

1

10%

Pakistani

1

10%

Experience in Level

Yes

2

20%

Setting

No

8

80%

Experience (Years)

AverageStandard Deviation

Minimum

Maximum

English Education

7.2

5.3

0

15

English Assessment

4.5

3.5

1

10

GenderNationality

Mother Tongue

To ensure the validity of the level-setting results, internal metrics like Cohen's Kappa coefficient and classification
accuracy coefficient were calculated using item response theory. External validity was assessed by comparing the
distribution of test takers by CEFR level based on the final split scores. Procedural validity was verified throughcomprehensive reviews of the process and feedback from panel members, ensuring confidence in the final outcomes.
The study ultimately aimed to establish robust, evidence-based language proficiency standards through a methodical
and collaborative approach.

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Results
The G-telp Junior test underwent a detailed level-setting process using the modified Angoff method, resulting inconverged and consistent split scores across four rounds of evaluation, as confirmed by internal validity assessments.
Panel members, guided by expert consensus and iterative feedback, determined clear split scores for CEFR levels from
A1 to C2. External validity was assessed by comparing these results with those from the Bookmark method, showing
minor differences that decreased over successive rounds. Distribution analysis of test takers revealed a majority
achieving B1. Surveys indicated strong participant satisfaction with the preparatory materials and clarity of instructions,with significant influence from professional experience and minimum ability definitions on their judgments.
Confidence varied among levels, with higher certainty in A1 and B2 scores. Overall, classification consistency andaccuracy were robust, demonstrating the reliability of the level-setting outcomes in aligning G-telp Junior with CEFR
standards.
Table 3Results of Level Setting Based on the Modified Angoff Method
Round 1Round2Round 3Round 4

Average(SD)Average(SD)Average(SD)Average(SD)

A1

-

-

24.91(4.69)

24.69(3.60)

A2

43.36(6.85)

42.85(5.33)--

Modified

B1--

56.53(5.98)

54.87(4.96)

Angoff

B1+--

74.88(10.12)

73.16(9.97)

B2

87.50(9.81)

84.71(7.87)

-

-

B2+

93.54(5.27)

94.01(4.10)

-

-

C1

-

-

CEFR

-

Table 4
Classification Agreement and Classification Accuracy Coefficients for Split Scores in Each RoundClassification
ModifiedAngoffAgreement
Classification
Accuracy

Round 1Round 2Round 3Round 4

0.554

0.581

0.532

0.543

0.812

0.830

0.792

0.802

Conclusion
This study successfully linked the US ITSC's G-telp Junior English Proficiency Test to the CEFR scale using themodified Angoff method, yielding division scores for all six CEFR levels. The process demonstrated strong internalconsistency and accuracy, with split scores showing decreasing standard deviations and high classification agreement.
Externally, test taker distribution aligned well with CEFR levels, indicating a valid level setting. Comparisons with theBookmark method revealed higher scores but affirmed the Angoff method's consistency. The findings suggest G-telp
Junior can effectively discriminate between CEFR levels, enhancing its comparability with other English tests andsupporting its use in evaluating sociolinguistic competencies.

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References
Berk, R. A. (1986). A consumer’s guide to setting performance standards on criterion-referenced tests. Review of
Educational Research, pp. 56, 137–172.
Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching,assessment. Cambridge, UK: Cambridge University Press.
Council of Europe. (2009). Relating language examinations to the Common European Framework of Reference for
Languages: Learning, teaching, assessment. A Manual. Strasbourg, France: Council of Europe.
Council of Europe. (2018). Common European Framework of Reference for Languages: Learning, teaching,assessment. Companion volume with new descriptors. Strasbourg, France: Council of Europe.
Hanson, B. A., & Brennan, R.L.,(1990). An investigation of classification consistency indexes estimated underalternative strong accurate score models. Journal of Educational Measurement, 27, 345 – 359.
Hwang, P.-A. (2016). Adequacy of primary English reading achievement standards in the 2015 revised national
curriculum. The Korea English Education Society, 15(4),147-165.
Kane, M. T. (1992). An argument-based approach to validity. Psychological Bulletin, 112, 527-535.
Kane, M. (2006). Validation. In R. L. Brennan (Ed.), Educational measurement (4th ed.) (pp. 17-64). Westport, CT:
Greenwood Publishing
Kane, M. T. (2013). Validating the interpretations and uses of test scores. Journal of Educational Measurement, 50, 173.
Kim, H. S. (2019). Foreign language teaching in Korea concerning CEFR. Institute for Humanities and Social Sciences,20(4), 79-96.
Lee, Y. S., & Kim, H. Y. (2009). A comparative study of the achivement standards between the revised Korean national
curriculum of English and Common European Framework of References (CEFR). Modern English Education,
10(2), 108-132.
Lim, G. S., Geranpayeh, A., Khalifa, H., & Buckendahl, C. W. (2013). Standard setting to an international reference
framework: Implications for theory and practice. International Journal of Testing, 13, 32-49.
Messick, S. J. (1989). Validity. In R. L. Linn (Ed.), Educational measurement (3rd ed.). New York:Macmillan.
R Core Team (2021). R: A Language and environment for statistical computing. (Version 4.1) [Computer software].
Retrieved from https://cran.r-project.org. (R packages retrieved from MRAN snapshot 2022-01-01).
Seol, H. (2022). snowRMM: Rasch Mixture Model for jamovi. [jamovi module]. Retrieved fromhttps://github.com/hyunsooseol/snowRMM.
Tannenbaum, R. J., & Wylie, E. C. (2008). Linking English-language test scores onto the Common European
Framework of Reference: An application of standard-setting methodology (ETS Research Report 08-34).
Princeton, NJ: Educational Testing Service.
Tannenbaum, R. J., & Cho, Y. (2014). Critical factors to consider in evaluating standard-setting studies to map language
test scores to frameworks of language proficiency. Language Assessment Quarterly, 11, 233–249.
The jamovi project (2022). jamovi. (Version 2.3) [Computer Software]. Retrieved from https://www.jamovi.org.
Willse, J. (2014). mixRasch: Mixture Rasch Models with JMLE. [R package]. Retrieved from https://CRAN.Rproject.org/package=mixRasch.

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From Mistakes to Mastery: Understanding Workshop Design
through University Students' Experience
JUN Jiwun
Graduated School of Meiji University, Japanjiwunjun108@meiji.ac.jp
KISHI Makiko
Meiji University, Japanm_kishi@meiji.ac.jp
This research aims to identify university students' learning process about workshop design from a misperformance perspective.
Misperformance is the concept that highlights how (un)planned mistakes, errors, and even disasters may befall those who
perform. Previous workshop research has focused on the design model or the workshop's effectiveness. However, this research
focused on not only the result of the workshop but also the misperformance . Specifically, the study identifies how students
who work in designing workshops reflect on their misperformances in their practice. As a result of the analysis, it was foundthat students reflected that their misperformance came from impatience and the inability to balance freedom and restrictions
effectively.

Keywords: Workshop, Design, Misperformance, Art-Based Research (ABR)

Introduction
Workshops have been studied mainly in educational technology research. The Japan Journal of Educational
Technology published 14 studies on workshops in the past ten years. According to the meta-analysis, the trends of theworkshop research can be categorized as follows. One is studies on the development of workshop models. Initially,
workshops emerged within community development and art activities and were eventually integrated into educationalsettings. Some workshop model frameworks have been developed based on Kolb's (1999) experiential learning modeland Anderson and Lebiere's (1998) ACT-R model and introduced to enable schoolteachers and others to implement
these workshops effectively (Anzai, 2021). The second is studies on workshop effectiveness. The studies investigate
whether workshops, incorporated from the perspective of educational objectives, are practical. The last one is researchon the development of facilitators who conduct workshops. This research focuses on enhancing the skills andcompetencies of workshop facilitators. It includes studies on facilitators' challenges and strategies to overcome them(Anzai & Aoki, 2018) and investigations into facilitators' practical knowledge (Anzai & Tonan, 2020).
Thus, studies on workshops done within educational technology mainly aim to generalize and model workshops,
promoting their broader adoption. These efforts are significant as they democratize access to workshop-based learning.
However, since the workshop is usually implemented in complex and diverse settings, it is necessary to perceive thedynamic of constantly transforming workshops. In other words, workshops should be portrayed as something in theprocess of being created, not something inherently created. Due to their complexity and diversity, workshops are often
unpredictable. Therefore, it is essential to improvise and design the place together with the participants.
It is necessary to capture the process and experience of facilitators improvising and creating activities with participantsin complex and diverse settings and study from a first-person perspective. From a third-person point of view, it is
impossible to reveal what the workshop facilitators experience on the spot and how they improvise and reshape theenvironment in interaction with the participants. Nevertheless, most of the studies on the workshop are conductedfrom a third-person view (Anzai & Aoki, 2018).
Furthermore, the complexity and diversity of workshops need to be adequately portrayed. Since it has been reported
that students exchange their various opinions and ideas in the workshop (Mori, 2015), these discussions focus primarilyon cognitive awareness, with little mention of the physical or emotional aspects. Even when they are in the same place
and participating in the same activities, the reality of the respective person's experience is different, and this is closely
related to their cultures, values, and beliefs. The dynamics of the place created through creation and expression in suchdifferent and diverse realities need to be portrayed holistically, not just in terms of cognitive aspects.

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Considering these issues, this study will focus on the workshop facilitator's experience from a first-person perspective
to capture the learning process holistically. Specifically, it will investigate how facilitators perceive and respond to thediverse and complex dynamics within workshop settings, including unexpected events and challenges.

Research Design & Methods
This study aims to clarify workshop designers' developmental process from the first-person view of misperformance.
Misperformance is the concept that highlights how (un)planned mistakes, errors, and even disasters may befall those
who perform (Prendergast & Bellive, 2017). The reason for focusing on misperformance is that mistakes are importantin the process of mastering workshop design and are likely to occur precisely because of the diverse and complex
dynamic interactions. By analyzing experiences from the perspective of misperformance, we can better understand thestudents' mastery as workshop designers as well as the complexity and diversity of the environment.
In this paper, the authors focus on six university students studying workshop design at X seminar of a university inTokyo. The students develop various kinds of workshops as art-based research (ABR). The primary data for this study
are narratives as their reflection. Students conduct podcasts as a reflection of their activities. The authors analyzed
narratives posted in podcasts using the qualitative research software MAXQDA.

Results & Discussion
The analysis found that students reflected that their misperformance came from impatience and the inability to balance
freedom and restrictions effectively.
First, as to impatience, it was mentioned that participants needed to understand the explanations as expected, causinga gradual misalignment between the objectives and activities. When participants deviated from the intended path,facilitators corrected them and guided them back on track. However, in reality, this deviation led to the emergence ofdiverse ideas and methods. As a result, they realized the importance of not immediately correcting deviations fromtheir expectations but instead patiently creating the path together with participants.
The inability to balance freedom and restrictions effectively concerns how much freedom participants should have toalter the methods. During the workshop design phase, the flow and methods align with the objectives, but thisapproach only sometimes works well with diverse participants. In such cases, saying "You can do it freely" leads to alack of cohesion, while giving detailed instructions hinders participants' creativity, causing facilitators to feel conflicted.
Therefore, they realized the necessity of designing the workshop so that while sharing the goals with the participants,
they also allowed modifications to suit their needs and preferences to some extent.
In this study, the authors clarified misperformance from a first-person perspective, explored the diverse and complex
workshop settings, and the process of mastering as a workshop designer. As a future direction of this research, theauthors will focus on the expertise, cultural, and historical backgrounds that influenced what was learned frommispeformance.

References
Anderson, J. R., & Lebiere, C. (1998). The Atomic Components of Thought. Psychology Press. Fink, L. D. (2013). The
current status of faculty development internationally. International Journal for the Scholarship of Teaching and Learning,7(2). https://doi.org/10.20429/ijsotl.2013.070204
Anzai, Y. (2021). Workshop Design. Keio University Press Inc. Suzuki, T., Yamada, H., & Sato, A. (2000). Media in
education: Creative problem solving (3rd ed.). ABC Press.
Anzai, Y., & Aoki, S. (2018). Workshop Practitioners’ Recognition of Difficulties in Facilitation. Japan Journal of
Educational Technology, 42(3), pp.231–242.
Anzai, Y., & Tonan, Y. (2020). A Descriptive Study of the Structure of Practical Facilitation Knowledge Among Expert
Workshop Facilitators. Japan Journal of Educational Technology, 44(2), pp.155–174.
Kolb, B. (1984). Experimental Learning: Experience as the Source of Learning and Development. Prentice-Hall.
Mori, R. (2015). Expertise in Designing Workshop and the Direction of Human Resources Development. HITUZI SYOBO.
Prendergast, M., & Belliveau, G. (2017). Misperformance Ethnography 1. Arts-Based Research in Education, pp.99–114.

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Transforming volunteer students’ perceptions
and their process through the art creative activity
Ryota YAMAMOTO
Osaka Kyoiku University, Japan
yamamoto-r91@cc.osaka-kyoiku.ac.jp
Abstract Volunteering has been actively promoted in various domains and encouraged for educational reasons in universities.
However, there are epistemological critiques, especially research that discusses how volunteer studies implicitly reproduce
inequalities between volunteers and beneficiaries. To overcome this issue, volunteers should change their perceptions ofbeneficiaries through alternative interactions with them as part of their volunteering learning. Therefore, this study aims toclarify how the student’s perception regarding the beneficiaries, especially children in poor communities, changed through an
art creation activity conducted by volunteer students with the author in a squatter community where people had lost theirhouses and items for living and studying due to a fire. The author interviewed two students who participated in the activity
and found that the students perceived the children by “recognizing the children as recipients” and “recognizing the children
as entities lacking in activeness” because the environmental factor forms students’ perception before the activity and the action.
However, they change their perception through observing actions and interacting with the children in the art creation activity.
The art creation activity can potentially change the volunteer students’ perceptions and encourage the children’s agency.

Keywords: Volunteer Students, Perceptions, Art Creation Activity, Display, Inequality, Qualitative
Data Analysis

Introduction
Student volunteering is promoted in various forms, such as service learning (e.g., Jacoby, 2015) in higher education.
Sydnor et al. (2014) qualitatively examined the learning outcomes of students who participated in volunteer activities
as alternative break programs at universities and arrived at three themes that emerged: (1) appreciation, (2) empathy,and (3) learning about self. Haski-Leventhal et al. (2020) found in their literature review that the benefits to students
who participated in volunteer activities included (1) improving employability, (2) gaining valuable life skills, such as
leadership ability, critical thinking skills, self-confidence, conflict resolution skills, interpersonal communication skills,
and self-efficacy, (3) having learning outcomes, (4) developing positive citizenship, and (5) developing empathy.
Although volunteering has been actively promoted in various domains and encouraged for educational reasons inuniversities, there are epistemological critiques. Hustinx et al. (2022) argue that volunteer studies implicitly reproduce
inequalities and discuss existing research from the view of “resources,” “interactions,” “governmentalities,” and“epistemologies.” Their primary concern is the perception of scholars engaged in volunteering research. However, thispoint of view can transfer to perceptions of participants in volunteer activities and the relationship between participants
and beneficiaries. In other words, volunteers and beneficiaries are differentiated by whether they have resources, andthe interactions in volunteerism reproduce the inequality between volunteers and beneficiaries. In addition, the criticalexamination of such a premise is insufficient. Thus, the students who join volunteer activities should be aware that
beneficiaries were labeled as “beneficiaries” due to a lack of resources and change their perception of beneficiaries
through alternative interactions with them as part of their learning through volunteering.
Therefore, this study aims to clarify how the student’s perception regarding the beneficiaries, especially children inpoor communities, changed through an art creation activity conducted by volunteer students with the author in asquatter community where people had lost their houses and items for living and studying due to a fire. From this casestudy, the author proposes an alternative way of volunteering.

Theoretical Framework and Design of the Case Study
Human actions are generated by his/her interaction with the environment, which includes various artifacts and theirconfiguration. Despite this fact, our abilities were defined as individual acquisition.

McDermott (1993) discussed how Adam, the child who has a “learning disability,” is displayed and labeled as a“learning disability” in his everyday life. Adam presents himself differently in everyday life, cooking club, classroom302

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lessons, and test sessions. He works well without any problems in everyday life and cooking clubs if he has help fromhis friend who can assist well. On the other hand, in classroom lessons, testing sessions, and cooking clubs where hehas no friends who can help well, Adam has many problems and emerged as a child with a “learning disability.”
Although Adam can drive various resources and have help in everyday life settings, he is isolated from the environment
in classroom lessons and testing sessions. Thus, even though Adam himself has not undergone any change and only
his appearances emerged differently in different situations, Adam is labeled as having a “learning disability” without
any concern regarding environmental and situational factors. In other words, the learning disability is a social display
rather than an individual ability.
Adam’s case can be applied to displaying beneficiaries as “recipients” in volunteering and resulting in the formation of
the volunteer’s perception of them. Although the beneficiaries have the potential to work actively and can emerge theiragency depending on the environment (Callon, 2004), they are forced to act as a passive presence that is fed as arecipient in a volunteering situation that lacks various resources and requires behavior as a “recipient.” The display ofpassive acts allows the volunteers to see beneficiaries as recipients. Therefore, we should create opportunities forbeneficiaries to act proactively in different environments, as Adam sometimes did, and display their active presence tovolunteers to change their perceptions.
Based on the above ideas, the author and the students collaboratively designed and implemented an art creation activity
for the children living in a squatter community that lost its houses due to a fire. This squatter community experienced
a large-scale fire at the end of December 2023, and its residents lost their houses and household goods. The purposeof this art creation activity was to set the opportunity to work with fun for children living in the community, who wererequired to act as the recipients of assistance due to the limited environment and to generate active actions. Specifically,
we planned an activity in which students and children collaborated to create art by combining objects seen as debris
and trash from the fire with paints and drawing paper brought in by the students. The students are studying a Japanese
university and working with a local NPO to develop accessories and confectionery as job creations for single mothers
and others living in the squatter areas.
Nine students traveled to the community to conduct art creation activity with the cooperation of a local NPO in March
2024. On the event day, the students first provided a feeding activity (giving lunch packs and school supplies) for thecommunity members, then implemented the art creation activity. We had planned to use debris and other objects seen
as garbage. However, we decided to have the students and children paint freely with paints and drawing paper that thestudents brought due to safety reasons for the children. The original plan accepted 20 children to participate, but the
number of requests exceeded the limit, and more than 30 children joined the activity. The children freely and actively
completed various artworks. Photo 1 shows some of their works.

Photo 1
The works of the children and the students at the art creation activity

ResultIn this study, two students actively involved in the planning phase of the activity were interviewed, and collected
data were analyzed using qualitative research methods (Nochi, 2011). The results of the analysis revealed that thestudents’ perceptions of children’s agency had changed. The details are discussed below.

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Students’ perception before the activity and a factor in their formation
Based on their experience working with community people, the students have planned this art creation activity. They
planned “providing an opportunity for children to demonstrate their agency” and “art creation activity as anopportunity collaboratively working together for demonstrating their agency.” On the other hand, the students were“recognizing the children as recipients” and “recognizing the children as entities lacking in activeness.” Therefore, theauthor has strongly intervened during the planning phase as an organizer member.
One factor that affected the students’ perception of the children as recipients and passive entities is “the environmentof the site, which has completely changed by a fire.” The students observed the condition of the community before
and on the day of the activity and felt shocked and a sense of loss in comparison to the previous landscape. This
environment displays the children as recipients and passive entities; the students have formed these perceptions.
Students’ perception after the activity and factors promoting its change
The students have changed their perception of the children as “entities with the potential to become active if theenvironment is organized” through the activity. They also came to have feelings of “respecting children who act
proactively even in a limited environment.” The author found that it was brought about by observing “children’s
actions” and experiencing “interactions with children,” which promoted a change in perception during the activity.
Moreover, the students have constructed a new perception regarding the agency. That is, agency is not understood as
an ability or a readiness that an individual has, but rather, “environment encourages emerging the individual agency.”
It includes an analytical view that the art creation activity can make the children living in this community active rather
than several people such as Japanese students who are in a different environment from them can be encouraged tolead active behavior.
Perspectives after the activity
The students’ reconstructed perceptions regarding children’s agency expand their perspectives about the nature of
their future volunteer activities. For example, they had the “motivation to create an environment continuously” where
the children can perform actively based on their agency, and they felt the need to “design for help with a clear vision.”

Discussion
This study examined how the transformation of students’ perceptions of beneficiaries occurs through the art creation
activity as a case study to overcome the inequality in position between volunteers and beneficiaries and suggest analternative way of action. The analysis revealed that the student’s perception of the beneficiaries, specifically thechildren in the squatter community in Cebu, Philippines, has been formed by the environment in which the children
exist. The author also found that this perception could be altered by the actions and interactions between the students
and the children during the art creation activity, which were quite different from what the students had predicted.
Children must work actively through art creation activities for such transformation to occur. Thus, it is important todesign an environment in which children can actively take action away from their everyday environment, which directs
passive behavior. The art creation activity can bring the children to different situations and seems to allow them toperform proactively.
However, as the student mentioned, whether the art creation activity can be an opportunity for beneficiaries toencourage their agency or not depends on the situation in which beneficiaries live. Therefore, the author believes in
the potential of the art creation activity; it is crucial to take the perspective of designing activities that are appropriate
for the specific beneficiaries rather than overgeneralizing the value of the activity.

References
Callon, M. (2004). The role of hybrid communities and socio-cultural arrangements in the participatory Design. Journalof the Center for Information Studies, 5, 3-10
Haski-Leventhal, D., Paull, M., Young, S., MacCallum, J., Holmes, K., Omari, M., Scott, R. & Alony, I. (2020). The
multidimensional benefits of university student volunteering: Psychological contract, expectations, andoutcomes. Nonprofit and Voluntary Sector Quarterly, 49(1), 113-133

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Hustinx, L., Grubb, A., Rameder, P. & Shachar, I. Y. (2022). Inequality in volunteering: Building a new research front.
VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations, 33, 1-17
Jacoby, B. (2014). Service-learning essentials: Questions, answers, and lessons learned. Jossey-Bass.
McDermott, R. P. (1993). The acquisition of a child by a learning disability. In Chaiklin, S. & Lave, J. (Eds.)
Understanding practice: Perspectives on activity and context. Cambridge University Press, 269-305
Nochi, M. (2011). Studies in Clinical Psychology 6: Qualitative Research Methods [Rinsho Shinri Gaku wo Manabu:
Shituteki Kenkyu Hou]. The University of Tokyo Press.
Sydnor, S., Sass, M. S., Adeola, M. & Snuggs, T. (2014). Qualitative analysis of multidisciplinary college students in aninternational alternative break course. The Online Journal of Quality in Higher Education, 1(1), 27-34

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Loss and Damage: Creative Approaches to Educating Climate
Change Impacts in the Philippines
Crina E. Tañongon
University of the Philippines Cebu, Philippines
cetanongon@up.edu.ph
Emely M. Amoloza
University of the Philippines Open University, Philippines
emely.amoloza@upou.edu.phAbstract: The United Nations Environment Programme highlights "loss and damage" as irreversible climate crisis impacts,
disproportionately affecting vulnerable countries like the Philippines despite their minimal contributions to greenhouse gas
emissions. Traditional approaches often overlook intangible losses such as cultural heritage, sense of place, and displacement.
This research explores the transformative potential of arts, media, and culture in documenting these overlooked dimensions.
Collaborating with experts from the University of the Philippines Cebu and the University of the Philippines Open
University, the study inquires about their creative methodologies, including drone imagery, interactive museum exhibits, andcampus permaculture gardens. Through interviews with UP artists, scientists, and researchers, the study examines how they
engage diverse stakeholders, bridging artistic expression and scientific inquiry. By showcasing these creative approaches, theresearch aims to illuminate the nuanced dimensions of climate-induced loss and damage, advocating for holistic solutions.

Keywords: Loss and Damage, Climate Change, Creative Pedagogy

Introduction
Loss and Damage
The concept of Loss and Damage (L&D) has its origins in significant international frameworks such as the Hyogo
Framework for Action (HFA) and the United Nations Framework Convention on Climate Change (UNFCCC) (Suarez
et al., n.d.). It gained prominence during UNFCCC negotiations, particularly at COP19 in Warsaw, where developing
nations, especially small island developing states and least developed countries, called for compensation fromdeveloped countries. Understanding and addressing L&D is increasingly crucial in a changing climate. However,communicating the complexity of climate change and its associated concepts—such as extreme weather, probability,
uncertainty, and attribution—poses significant challenges. Traditional communication approaches have often fallen
short in conveying the multifaceted nature of climate change, particularly to local communities directly impacted by it.
According to CRED (2009), these approaches have failed to effectively engage these communities. Mere disseminationof scientific evidence is insufficient; there is a growing need for dialogue that includes diverse perspectives andacknowledges the political dimensions of climate change.
Given the highly technical nature of scientific discourse, there is a disconnect between scientific evidence and public
understanding. While extreme weather events can be attributed to scientific phenomena through climate model
simulations, this technical explanation alone does not resonate emotionally or sensorially with the public.
Consequently, changing behavior based solely on scientific evidence is challenging. However, persuasion throughemotional appeal alone is also inadequate without a scientific basis.
Efforts at documenting loss and damage in the Philippines have been gaining traction. In Cebu, for instance, Jay
Nathan Jore, a faculty member of the College of Communication, Art, and Design of the University of the Philippines
Cebu, curated the "Duyan ang Kadagatan (Cradled by the Sea): Cebuano Culture and the Heritage of the Sea" exhibit.
Together with his research team members Virla Jeaeve Castillanes, Abigail Eugenio, and Alyssa Selanova, the exhibit
opened on May 11, 2023, at the Kabilin Center. Funded by the Ramon Aboitiz Foundation and led by Heidee Palapar,
the exhibition highlights the fishing culture of four small islands in Cebu: Zaragoza Islet in Badian, Olango, Camotes,
and Hilotongan in Bantayan. It covers boat-building traditions, fishing methods and implements, intangible knowledge
such as sea routes, fishing seasons, ethnoastronomy, and the faith and belief systems of the local communities.
Dr. Jabez Joshua Flores, an environmental scientist, permaculture expert and senior lecturer at the Faculty ofManagement and Development Studies (FMDS) of the University of the Philippines Open University (UPOU), playeda pivotal role in developing the Perma G.A.R.D.E.N. (Growing Appreciation toward Resilience, Development,

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Entrepreneurship, and Nutrition) at the UPOU campus. Opened in March 2023 by FMDS, this interactive, naturallaboratory demonstrates to communities how to build home gardens using various strategies to achieve sustainable
food production and consumption. For Dr. Flores, permaculture gardens are highly effective in teachingenvironmental stewardship by modeling sustainable practices and principles that mimic natural ecosystems. This
hands-on approach to learning empowers individuals and communities to adopt sustainable practices that mitigate
climate change impacts while promoting a deeper understanding of and connection to the natural world.

Research Design & Methods
The researchers interviewed two key informants, Jay Nathan Jore, an artist from UP Cebu who curated "Duyan ang
Kadagatan," and Dr. Jabez Flores, an environmental scientist, drone pilot, GIS specialist from UPOU who designed
the school’s permaculture garden. Complementing the interviews were the visual materials like photos, videos, andexhibit objects and tools examined for their visual components that communicate powerful messages and capacity toarouse emotions captivating the audience. The interviews were transcribed and coded according to the responses of
key informants to the research questions. Using Braun and Clarke's (2006) six-phase thematic analysis method, theresearchers identified patterns and themes within the qualitative data to understand creative approaches indocumenting loss and damage. The six phases are data familiarization, initial codes generation, themes identification,
themes review, themes definition, and write-up (Braun and Clarke, 2006).

Results
The results below pertain to the primary research question on how an artist and a scientist employ the arts, media, andculture as creative ways in educating the people about loss and damage due to climate change. Specifically, the results
focus on Jore’s "Duyan ang Kadagatan” and Dr. Flores’ permaculture practice and use of mapping and drone
technology.
A. Duyan ang Kadagatan in Cebu

Artist-curator Jore and his team spent one year for their archival research on "Duyan ang Kadagatan." This method
involved tracing pre-colonial practices and beliefs among the sea people in four small islands in Cebu, through theirstories of fishing and life in the sea.
Indigenous Knowledge Systems:
Jore’s archival research reaffirmed the historical accounts of the Visayans' profound connection to the sea, whichsignificantly influenced their way of life and worldview. According to Jore, the early Visayans developed indigenous
knowledge systems related to the sea during the pre-colonial era. Furthermore, his study of various fishing implements
and fishing methods illustrates how changing sea conditions have compelled fisherfolk to innovate tools and strategies
to adapt. This adaptation can be linked to climate change impacts, affecting fishing practices, daily life, and fishingstrategies.
Exhibit Contents:

The exhibit prominently features tangible artifacts of fishing culture, including fishing tools, boats, and related objects.
Additionally, it highlights the intangible knowledge passed down through generations of fisherfolk, showcasing theevolution of fishing techniques in response to changing sea conditions. Originally documented as two methods("mamasol" and "mamukot" by Alcina SJ), these techniques have diversified over time.
Innovative Practices:
A key aspect of the exhibit is its portrayal of the fishers' ingenuity. Examples include the adaptation of boats withflippers, the creation of fishing boats from discarded materials like cardboard and styrofoam, and the development of"bote bote" floaters for storing catches. This shows the craftsmanship involved in assembling, weaving, and repairing
these materials, telling us about the resilience and adaptive capacity of the sea people.
B. Permaculture Garden in UPOU: A Performative Approach to Teaching the Community about
Alternative Ways for Food Production and Consumption
Dr. Flores, a drone mapper, permaculture designer, and GIS specialist, aims to communicate his ideas about sustainable
design in the most beautiful and effective way possible. He uses drones and mapping because he believes fear tactics

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in addressing climate change often overwhelm people with the extent of the damage, leading to feelings ofpowerlessness. Instead, he emphasizes showing people the scale of where they are and what actions they can take atthat scale, with permaculture playing a key role.
Addressing diverse audiences with varying interests and educational backgrounds, Dr. Flores employs the first principleof permaculture: "observe and interact.” For him, observing and interacting with nature is an effective approach toteaching about climate change, as it revives the inherent Filipino association of outdoor experiences with specific
events or occurrences. Using food as a starting point for conservation, Dr. Flores introduces the concept of beauty innature into the conversation. He observes that many people take numerous pictures and appreciate natural beauty, yetoften do little to conserve it. Encouraging appreciation and fostering interaction with nature serves as another entry
point for conversation.
Creative Methodologies in Teaching the Science of Climate Change

Dr. Flores combines art and science in his teaching by using mapping and the art of cartography to make maps visuallyappealing and engaging. According to him, these images often elicit a "wow" reaction, especially when multiple datasets
are overlaid. For instance, in a project for the Department of Science and Technology, he identified hotspots of leadcontamination and overlaid this data onto river networks, revealing many contaminated sites near rivers. These insights,
which are not apparent from spreadsheets or text alone, are incredibly powerful. Dr. Flores finds maps more impactfulthan written publications because effective cartography ensures that the message is understood at first glance without
needing extensive interpretation. This is where the artistic aspect comes into play on how well the message is conveyedvisually. He notes that those who lack an appreciation for the artistic side of mapping might miss out on its full impact.
To visually communicate research findings, Dr. Flores extensively utilizes drones, which offer real-time visualizationsof environmental conditions and the impacts of climate change. Unlike static images from tools like Google Maps or
Google Earth, which can be outdated, drones provide immediate monitoring and observations of landscapes. This
capability is crucial because environmental changes, especially those caused by human activity, can occur rapidly.
Drones capture these changes dynamically, painting a vivid picture that's not typically visible from ground level.

Dr. Flores added that this aerial perspective challenges our usual human-centric view and enhances our understandingof our surroundings within a larger context. For instance, he discovered that some people in Laguna mistakenly
perceive Laguna Lake as a sea due to its vastness. In Los Baños Laguna, where UP Open University is located, many
were unaware that Laguna Lake is just a kilometer away from campus until they saw it from the drones. This aerialview provides a new dimension to spatial awareness and helps people appreciate their geographic reality more fully.

Discussion
Integrating Science and Art in Documenting Loss and Damage Due to Climate
ChangeArtist-Curator Jore and Dr. Flores present compelling approaches to documenting and educating about climate change
through the integration of science and art. Both of them aim to make the nuances of loss and damage caused by climatechange more relatable and comprehensible to the public, but their methods and focus areas differ, providing a
multifaceted view of the issue.
Compelling Aspects of Art in Educating About Climate Change
Jore s exhibit Duyan ng Kadagatan underscores the loss of tangible aspects of life and displacement due to climatechange. His approach is deeply rooted in the historical and cultural contexts of the Visayans, emphasizing the changes
in traditional fishing practices and the resulting socioeconomic impacts. By tracing pre-colonial practices and beliefsof the sea people through the stories of fisherfolk, Jore highlights how climate change has disrupted their way of life.
For instance, changes in fishing implements and methods indicate a significant decline in fish populations, linked towarmer waters and coral bleaching. This not only affects the livelihoods of fishermen but also threatens food security
and public health as dietary patterns change.
Jore s project connects the past and present, making the scientific aspects of climate change understandable throughcultural education. His work reveals the intertwined nature of environmental and societal changes, demonstrating thatthe loss experienced by these communities is both tangible and intangible. By doing so, Jore aims to inspire a strong
commitment to responding to climate change through informed behavior and attitudes, highlighting the urgent needfor action.

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Dr. Flores, on the other hand, emphasizes the importance of offering solutions alongside highlighting the problems
caused by climate change. He believes that presenting the scale of the problem can be overwhelming, and instead,focuses on showing people what actions they can take at a local level. His work in permaculture is a blend of scienceand art, designed to mimic the natural world, which inherently possesses beauty. This approach allows for creativity
and adaptability, recognizing that each permaculture design is unique and context-dependent.
From Dr. Flores’ work, we learn that mapping and the art of cartography can foster engagement from the audience.
This tells us that visual representations, such as maps created with drone technology, can powerfully communicate
environmental changes and their impacts. This visual approach helps make complex scientific data accessible andcompelling, emphasizing the urgent need for action guided by scientific understanding. By integrating technology withnature, Dr. Flores demonstrates how modern tools can enhance rather than detract from our connection to the natural
world.

Conclusion
Both Artist-curator Jore and Dr. Flores illustrate that the intersection of art and science can create powerful educational
tools to address climate change, particularly in conveying the concepts of loss and damage. Jore’s cultural and historicalapproach brings to light the human stories behind environmental changes, making the scientific data more relatableand emotionally impactful. His exhibit, Duyan ng Kadagatan, emphasizes the tangible and intangible losses experienced
by coastal communities due to climate change. Dr. Flores’ emphasis on visual and real-time data presentation
underscores the importance of immediate and actionable insights. His use of mapping and drone technology to
document environmental changes provides a compelling visual representation of the damage caused by climate change.
By making these connections visually accessible, Dr. Flores helps the public understand the scale and urgency of thecrisis.
Together, their work demonstrates that addressing climate change requires a multidisciplinary approach that highlights
both the loss and damage incurred and the possible solutions. By combining the emotional and cultural resonance ofart with the empirical rigor of science, they provide a holistic view that can inspire and inform diverse audiences.
Through their creative methodologies, they contribute to a more informed and engaged public leading to their action
to address the climate crisis in their own ways.

References
Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101.
CRED - Center for Research on Environmental Decisions. (2009). The psychology of climate change communication: A guidefor scientists, journalists, educators, political aides, and the interested public. New York, NY.
Jore, J. N., Castillanes, V. J., Eugeneo, A., & Selanova, A. (2023). Duyan ang Kadagatan (Cradled by the Sea): Cebuano Culture
and the Heritage of the Sea [Catalogue Book]. The Kabilin Center.
Suarez, P., Otto, F. E. L., Kalra, N., Bachofen, C., Gordon, E., & Mudenda, W. (n.d.). Loss and damage in a changing
climate: Games for learning and dialogue that link HFA and UNFCCC (Working Paper Series No. 8). Red
Cross/Red Crescent Climate Centre. https://www.climatecentre.org/wp-content/uploads/Loss-anddamage-in-a-changing-climate.pdf

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The Effectiveness of the 360-degree Camera as a Learning Tool
- From its Application in Workshops
Toari Miyashita
Sugiyama Jogakuen University, Japan
toarim@sugiyama-u.ac.jp
Mihoko Kamei
Sugiyama Jogakuen University, Japankamei@sugiyama-u.ac.jp
This study explores the effectiveness of the 360-degree camera as a learning tool through workshops to a diverse rangeof age groups and delineates the progression of their application. In today's information society, it is necessary to develop
media literacy in response to new visual media. Unlike conventional cameras, 360-degree cameras can record positional
information in all directions, and such images provide viewers with an immersive experience. The media literacy necessary to
fully understand and effectively utilize the characteristics of these images has yet to be acquired by users. Therefore, this study
implemented the workshop in which 360-degree cameras were used to capture and share images, and conducted qualitative
study there. As a result, that the 360-degree camera as a learning tool is effective in enhancing media literacy to understandthe three-dimensional space recorded in 360-degree images.

Keywords: 360-degree camera, learning tool, workshop, media literacy

Introduction
In today's information society, visual media literacy skills are crucial. It is essential to develop media literacy
skills compatible with innovative visual media. Unlike traditional cameras, 360-degree cameras record information
about a location in all directions, providing a sense of presence and immersion to the viewer of the image.
Since 360-degree video-based content has become widely available online and we have become familiar withthis content through smartphone apps, computers, and Virtual Reality (thereafter, VR). In terms of web content, since2008, Google Maps' Street View has been providing 360-degree images accessible at specific locations, integrated with
map information. This feature allows users to obtain comprehensive visual information about a place without having
been there, making the content widely usable. In Japan, research has explored the use of 360-degree images in various

educational contexts, including peace education (Setozaki et al. 2017), science education (Imai et al. 2020), andenvironmental learning (Kobayashi et al. 2021). Other studies have evaluated the practicality of 360-degree images for
simulated experience activities (Imai 2021). Universities have been incorporating these materials in nursing education(Yamaguchi et al. 2023) and developing instructional systems for teaching methods (Miyazaki et al. 2019). Beyond
educational materials for children and students, VR content is utilized in social education within museums and art
galleries in Japan. These institutions use VR in exhibitions and distribute it as teaching materials via online.
On the other hand, personal involvement with 360-degree cameras shooting and the images themselves isrelatively small compared to standard smartphone photography and videography. In our daily lives, 360-degree
cameras are installed in various places as media devices to record locations and situations, such as security cameras andin-car cameras functioning as drive recorders. However, these recordings are primarily intended for reviewing
extraordinary events and are not meant or personal uses, thus offering limited opportunities to see 360-degree videos

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that include oneself as a subject. Additionally, while we often recognize ourselves as the subject of photos or videos
taken with smartphones, we have very little experience recognizing ourselves in 360-degree recorded images.
Currently, it can be said that we have mastered the media literacy required to accept 360-degree videos provided by
VR systems and content. However, due to the limited opportunities to voluntarily use 360-degree cameras, it ischallenging to assert that people have developed the media literacy required to understand the characteristics of 360degree images, thoroughly analyze their functions, and utilize them effectively.
There are few opportunities to interact with 360-degree images that include ourselves as subjects. It isdifficult to affirm that we have achieved the media literacy necessary to fully understand the characteristics of theseimages, analyze their functions, and utilize them effectively. Therefore, it was explored that the actual capturing andsharing of 360-degree images would increase understanding and literacy of 360-degree images. This study explored theeffectiveness of 360-degree camera usage as a learning tool through participant observation and interviews across threeworkshops, involving children, students, researchers and factory workers.

Research Design & Workshop Design
Research Design
In this research, we designed, and conducted workshops in which the participants filmed and shared thisimmersive media. The workshops were held at three different locations including factory, convention event and gallery.
Despite locations, all three workshops shared common elements: the use of a 360-degree camera, tablet terminals and
PCs without VR systems, and the collaborative viewing and dialogue facilitated by monitors or projectors. Participants

engaged in discussions while manipulating the images on their devices after receiving instructions on filming
techniques. The author facilitated the workshop, observed the participants, and recorded videos during its
implementation. The author facilitated the workshop, observed the participants, and recorded videos during its
implementation. A qualitative study was conducted based on field observations and analysis of the video recordings
to examine the dialogue among workshop participants, their engagement with the 360-degree images, and their
evolving attitudes toward the 360-degree images.
Workshop Design_ the 1st Workshop
The 1st workshop was conducted on November 23, 2023. It involved filming at Company A's metalworking
factory using a 360-degree camera and sharing the footage with the factory staffs, their relatives, and family members.

The author and employees set up the camera and filmed for about an hour starting at 10:00 am. The initial videosharing session occurred during the staff break at noon in the factory cafeteria, where participants could freely
manipulate the images using tablet terminals and PCs. These manipulated images were projected for group viewing.
Approximately 40 factory staff members participated in this 45-minute session. Following this, a session for the family
members of the factory staffs included five families with around 16 participants: three preschoolers, five elementary
school students, one junior high school student, and seven adults. The 360-degree images inside the factory were
presented alongside the preview monitor of the 360-degree camera.
Workshop Design_ the 2nd Workshop
The 2nd workshop was held on March 10, 2024, as part of the INSTeM Convention 2024 Spring at the
University of Tokyo. This workshop catered to students, graduate students, and researchers interested in media literacy

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and media practices. The convention focused on media literacy for adults and featured exhibitions, demonstrations,workshops, and talks. The 45-minute workshop had eight participants and was facilitated by the author.
Workshop Design_ the 3rd Workshop
The 3rd workshop took place on March 19, 2024, at the K's printing factory. The filming, supported by asenior factory staff, captured the printing process. A 15-minute video-sharing session followed with the senior staff
and the company president. Subsequently, the participants moved to a community gallery and shared the 360-degree
video with the gallery owner, a gallery supporter, and a gallery visitor. The session included explanations of the 360degree video shooting mechanism, factory A's 360-degree video, and the K's printing factory 360-degree video.

Results
Analysis of the three workshops revealed three commonalities.
First, many participants do not have daily experience with 360-degree cameras. In the first workshop, three
adult participants and two family members of the factory staffs (mother and preschooler) had never filmed with a 360degree camera before and it was their first time operating a tablet device for this purpose. One child mentioned using
a 360-degree camera at school, but none of the participants in the second workshop, despite being aware of suchcameras, had ever filmed with one. Similarly, all participants in the third workshop indicated that they had never taken
a 360-degree video before.
Next, all workshops demonstrated 360-degree camera filming, and the filmed images were immediately
shared on a tablet device. Participants quickly realized that they themselves would be reflected in the images as they
were being filmed. This process allowed participants to recognize that the 360-degree video captures both theenvironment and the photographer, making them subjects of the video. The family members of factory staff in thefirst workshop, participants in the second workshop, and gallery staff in the third workshop were all amused by the
distorted view of their surroundings as they previewed the screen on their tablet devices during filming. They engaged
with the content by swiping and positioning themselves on the screen, pinching in and out to adjust the size of thesubject in the frame, and showing the results to those around them. The participants were highly interested in theimages of themselves as subjects, both in demonstration videos and videos of their factory work, and they actively
reframed the scenes and locations where they appeared. In other words, it was clear that participants can identify thethree-dimensional content in the 360-degree image displayed on the screen and appropriately present the necessary
information on the terminal screen by repeatedly interacting with the tablet device.
Third, it was found that after the demonstration of video recording, active understanding was promoted byviewing and sharing the recorded content with multiple people, even if the viewer was not the subject of the 360degree video. However, obtaining information solely from the video was challenging for users, necessitating thephotographer's explanation of the location. Providing multilayered and polyphonic information for interpreting thevideo images was essential for a deeper understanding of the content.

Discussion
The results show that using the tablet device alone, without a VR system, improved participants' ability tounderstand the attributes of the 360-degree camera and interpret the 360-degree image. Specifically, participants

identify and reconstruct the three-dimensional content within the 360-degree image. The shooters noted that they weredepicted as subjects in the 360-degree images, especially in workshops that involved shooting. In contrast to312

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conventional filming, where the camera and the shooter's point of view coincide, in 360-degree images these viewpoints
are decoupled, and the surrounding situation is recorded autonomously with the camera at the center. This separationemphasizes the presence of the shooter, which is hidden in conventional images. In addition, the high design quality
and novel visual expression of the camera were highly evaluated, and its wider use and sharing were recommended. It
can be concluded that the 360-degree camera as a learning tool can be effective in enhancing media literacy tounderstand the three-dimensional space while three-dimensional images become popular.
In the past, taking a photograph was a deliberate act, leading to a heightened awareness of being
photographed. Today, due to the ubiquitous camera apps on smartphones, photography has become routine andinternalized. Consequently, in everyday photography, we capture what we see, and viewers interpret this as thephotographer's perspective. It can be said that literacy in these visual media has already been mastered. However, 360degree images differ from traditional photographs that "cut out" a specific field of vision. Instead, they uniformly
record all visual information from the photographer's location. This results in images that appear distorted even whenviewed through a viewfinder or viewer, providing a novel visual experience for the photographer, subject, and viewer.
New video technologies offer an opportunity to reconfigure the routine and internalized use of cameras andunderstanding of images, allowing individuals to experience the fascination and wonder of reality captured in images
that differ from their own vision. This helps develop the literacy needed to interpret images. It can be said that theexperience of filming and viewing differentiated by new technology will heighten awareness of recording and being
recorded with visual media.
However, the amount of information provided by 360-degree video can be overwhelming. Simply providing
the images with tablet devices is insufficient to develop the ability to accurately interpret these images, leading topotential misinterpretations during the sharing process. To address this, multilayered and polyphonic communication,
including facilitated discussions about the images, is necessary. In the future, this study aims to conduct further researchon the nature of communication, including dialogue and facilitation, in workshops involving multiple viewers using
360-degree video.

References
Imai, K. (2021) Evaluation of the practicality of 360-degree video as a virtual experience learning. Educational Information
Research2020-2021, 36 (2), 53-62, https://doi.org/10.20694/jjsei.36.2_53
Imai, K., Murakami, T., & Yamanishi, T., (2020) Difference in elementary students’ understanding of a solar eclipse
by use of ICT. Educational Information Research 2020, 36(1), 39-48. https://doi.org/10.20694/jjsei.36.1_39
Kobayashi, K., Takase, K., & Shiota, S., (2021) Development of Assessment Method Using 360°Camera in
Environmental
Education.
Computer&
Education,
51,
93-96.
https://doi.org/10.14949/konpyutariyoukyouiku.51.93
Miyazaki, E., Sakai, S., Sugitsuma, K., Sakai, K., Shimazaki, Y., & Kondo, S., (2019) Prototyping of the Trial Teaching
System Using 360 Degree Camera. Memoirs of the Faculty of Education, Kagawa University, 1, 15-20,
Setozaki, T., & Sato, K., (2017) Examination of the Effective Use of Spherical Panorama VR Learning Material in a
Practice Class of Peace Education.
Japanese Journal of Educational Media Research, 23(2), 15-24,
https://doi.org/10.24458/jaems.23.2_15
Yamaguchi, M., Masu, K., & Shida, K., (2023) Report of Nursing Simulation Practice for Handling Multiple Tasks
Using 360 Degree Camera. Osaka Metroporitan University Journal of Nursing, 1, 51-55.

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COIL Collaboration with Five Universities across the Pacific:
English Education Perspectives
Yayoi Anzai
ANZAI Global Communications, Inc., Japanyanzai@anzai-global.com
Aya Fukuda
Tokyo University of Foreign Studies, Japan
fukuda_aya@tufs.ac.jp
Fernando Rodriguez
University of California Irvine, USA
fernanr1@uci.edu
Roberto Figueroa
University of the Philippines, the Philippines
robertojr.figueroa@up.edu.phAbstract The purpose of this study is to examine the instructional design of Collaborative Online International Learning(COIL) and to clarify the effectiveness of COIL from the perspective of English education at a university in Japan. The
faculty members from Tokyo University of Foreign Studies (TUFS), International Christian University (ICU), theUniversity of California, Irvine (UCI), Aoyama Gakuin University (AGU), and the University of the Philippines-Open
University (UPOU) collaborated in the second semester of 2023. This study focused on bilingual Japanese and EFL
students in this international environment. As a result, it was found that bilingual students are likely to serve as good rolemodels for EFL students, which may enable EFL students to engage in learning activities within their zone of proximal
development (ZDP).

Keywords: COIL, Constructivism, ZDP, Affective Filter Hypothesis

Introduction
COIL
The purpose of this study is to examine the instructional design of Collaborative Online International
Learning (COIL) and clarify COIL's effectiveness from the perspective of English education at a university. There is
growing interest in COIL for authentic language learning in Japanese English education at universities. Anzai andShimizu (2022) conducted Action Research on COIL in Japanese and American university language classes.
Shimoyama et al. (2022) held a symposium on future online international exchange at an international conference.
These are some of the studies related to COIL.
Among various COIL projects, Transpacific COIL (TP-COIL) was a global-scale project granted fundingby the Ministry of Education, Culture, Sports, Science, and Technology in Japan from 2018 – 2022. In 2023, the year
after TP-COIL was completed, faculty members from Tokyo University of Foreign Studies (TUFS), International
Christian University (ICU), the University of California, Irvine (UCI), Aoyama Gakuin University (AGU) and the
University of the Philippines-Open University (UPOU), whose classes had participated in the previous year, voluntarilycollaborated in the new COIL project as an extension of TP-COIL. All the faculty members of this team specializedin Education. They coordinated their syllabi and conducted COIL as a part of their classes.
Under this TP-COIL, this study focused on Japanese students who are bilingual and taking Media class
where English was used as a medium of instruction and those who were taking academic English as EFL learners. The
study seeks to answer the following questions. First, what are the differences and similarities of the effects of COIL
between bilingual students and EFL learners? Secondly, what are the Japanese students' learning about interculturalcommunication through COIL?
Action Research (Nunan, 1993) was used to answer the questions. Nunan maintained that there are six steps
to conducting Action Research: problem Identification, Preliminary Investigation, Hypothesis, Plan Intervention,
Outcome, and Reporting.
1. Problem Identification. In this TP-COIL, the students from TUFS, UCI, and UPOU weregenerally native speakers or speakers who use English as a second language. They were studying their specialized fields
using English. In contrast, the classes at Aoyama Gakuin University consisted of two types of courses: one for EFL
students learning English and another for returnees and international students studying media communication.

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Consequently, in a global environment such as COIL, there was an issue that made Japanese EFL students hesitant toparticipate in a global learning community.
2. Preliminary Investigation. Since this COIL has been ongoing for several years, the instructional
design was developed based on the instructors' previous COIL experiences.
3. Research questions. First, what are the differences and similarities of the effects of COIL between
bilingual students and EFL language learners? Secondly, what are the Japanese students learning about interculturalcommunication through COIL?
4. Plan Intervention. The period of the implementation was from September to November 2023. OverTwo hundred UCI, AGU, UPOU, TUFS, and ICU students participated in the project. This COIL project was acontent-based, collaborative learning experience in which all participants used English as a communication tool, andthe environment became more like studying abroad. It consisted mainly of two phases. The first phase was an
asynchronous COIL using Flip. First, a short 10-second self-introduction videos were created and uploaded to Flip,and the students from five universities commented on each other's videos. Next, the project moved from individual
work to group work. Each group created a five to six-minute video introducing "on and off-campus life" and engaged
in online interaction on Flip. The first phase took place between September 23 to November 16, 2023. In the second
phase, the project moved from asynchronous to synchronous COIL, and the students carried out synchronous COIL
using ZOOM to have more spontaneous interactions. The ZOOM session took place on November 17, 2023.
5. Outcome.
5-1.
What are the similarities and differences in the effects of COIL between bilingual students and EFL students?
What are the similarities and differences in the effects of COIL between bilingual students and EFL students?
Similarities
・I felt closer to others when they showed me a smile or when we had something in common.
・Every student was very friendly. I was so happy and relaxed by their friendliness.
・I think it is OK to have a Japanese accent in my English. When we use English as a lingua franca, the most important
thing is to be able to communicate with each other, no matter how we have different accents.
・I feel closer to others when they speak in a way I can understand… I want to help foreigners kindly by using easy
English and body language.
As the students' comments showed, both bilingual and English learners had similar impressions
that interactive and technology-enhanced learnings significantly boost their engagement. They particularly highlighted
the importance of nonverbal communication in addition to verbal communication, which may serve as immediate
feedback to the other participants. This feedback aligns with the principles of Constructivist Learning Theory(Vygotsky, 1978), which emphasizes active, student-centered learning where learners construct their understanding
and knowledge through experience.
Differences
Bilingual students
・・In the ZOOM session, Japanese students tend tobe shyer or not share their opinions as freely as theother students. It was mainly me and the other Filipino
university students who spoke more freely about ourthoughts on the video-making processes.
・ It seemed that many people enjoyed thesynchronous Zoom session since we could see theother students and faculty and communicate with themin real-time compared to the asynchronous form on
Flip.
・ I found the most significant difference between
asynchronous and synchronous to be the degree of
isolation. The fact that we can participate andcommunicate simultaneously makes me feel closer tomy classmates.
・I thought COIL was the new style of an online classand was the start of a new education style. I was able
to feel confident
・When we were in a breakout room, we got to talkwith just four people, and it was comfortable. Miku
was in the same group, and she was smiling and giving
back-channel feedback.

EFL students
・I was so nervous to talk with other university students
in English because all the students without me spoke
English fluently. Japanese was only me. In my ZOOM
group, almost all students turned on the video, but only
one did not. I did not feel good about it.
・I thought it was still difficult for us to speak in frontof everyone, even online. I studied abroad in Australia
for one year but am nervous about speaking English. I
need to solve this problem.

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・. I found out that when we use asynchronous, we
can take time to write back comments. In synchronous
media, it is not possible. On the other hand, in theZoom session, I felt that I belonged to the course, andI was thrilled and encouraged that my opinions wereembraced. Talking to my peers directly in the breakup
session made me very comfortable.
In summary, regarding nervousness and shyness, bilingual students pointed out the general shyness ofJapanese students. They also mentioned that they felt confident in new online educational styles like COIL. On theother hand, EFL students felt nervous speaking English among fluent speakers and were conscious of being the only
Japanese student when it happened. They mentioned that they need to overcome the issue of their anxiety.
Furthermore, regarding the benefits and challenges of synchronous sessions, bilingual students enjoyed real-timecommunication more than asynchronous sessions, while the opposite is true for EFL students. They found it
challenging to speak in front of everyone and felt uncomfortable when some participants did not turn on the video.
Krashen's Affective Filter Hypothesis suggests that a learner's emotions can affect their ability to acquire language, andhigh anxiety may serve as a filter that impedes language acquisition (Krashen, 1986). According to the theory,
motivation, self-confidence, and anxiety are three variables that play a role in second language acquisition. In this sense,
asynchronous communication may serve as a better communication system for EFL students than a synchronous
communication environment such as ZOOM.
5-2.
What are the Japanese students’ learning about intercultural communication through COIL?
Below are the comments from the bilingual and EFL students regarding the similarities and differences.
・Even at Zoom, I felt a cultural difference. The moderator was an American student, and a few Japanese did notshow their faces. None of the Filipino students showed their faces either. I was surprised when one of the Filipino
students said, "I am shy and do not want to show my face."
・There were also cultural differences in the self-introduction video. Some American students filmed outside, while
many Japanese did inside their homes. Also, some Filipino students did not show their faces.
・Between the countries, the social problems or ways of thinking are very different. My friend and I discussed the
problems with trash in Japan in my project. This problem is widespread in Japan, and it is our daily mission. However,some students from the Philippines did not realize it, even though they had the same problem in their country…This
problem is widespread worldwide, but the way they capture it is very different, and I feel we should be more concerned
about our environment.
・I found cultural differences, which cannot be learned in the asynchronous part. Students from different countries,
such as the U.S. and the Philippines, were speaking up more. They were not hesitating to speak up at all. Also, I realizedthat students from the Philippines were reacting with heart on Zoom so often. I do not often see Japanese students
using reactions. It was interesting. I could imagine that students from the Philippines value reaction.
In summary, cultural differences were evident during COIL. For example, the Japanese students and Filipino
students were different in how they communicated, such as whether they turned it on or off, how they shot the videos,or how they reacted to the communication. Furthermore, they recognized the difference in social problems, such as
how they treat trash. These are meaningful, authentic learning experiences about intercultural communication.
These observations align with constructivist and sociocultural theories. Constructivism emphasizes learning throughactive engagement and social interaction (Vygotsky, 1978), which would foster global competencies and digital literacy.
Furthermore, bilingual students confidently express themselves on international platforms where diverse races cometogether. Therefore, bilingual students are likely to serve as good role models for EFL students. Good role models canenable EFL students to engage in learning activities within their zone of proximal development (ZDP), which is
expected to enhance their learning outcomes.
6. Reporting. This study will be reported at iCoME 2024, and the results will be shared with the participantsat the concurrent session.

Acknowledgment
This work was supported by JSPS KAKENHI Grant Number 21K00730.

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References
Anzai, Y. (2022.08.26). 「オンライン国際協働型学習(COIL）―東京外国語大学 ICU 青山学院大学
カリフォルニア大学アーバイン校のケース・スタディー」 Paper presented at The 61st JACETInternational Convention (Online).
Anzai, Y. and Shimizu, H. (2022.). Action research of Collaborative Online International Learning based on
Educational Technology Theories. Paper Presented at ICoME 2022, Hawaii (Online).
安西弥生 (2022.08.26). 同期型オンライン国際協働型(COIL)の実践―二週連続の米国二大学との交流外国語教育メディア学会(LET)全国大会.
文部科学省(2021). 平成 30 年度「大学の世界展開力強化事業～COIL 型教育を活用した米国等との大学間交流支援～」の選定事業の結果について. Retrieved November 20, 2022, fromhttps://www.mext.go.jp/a_menu/koutou/kaikaku/sekaitenkai/1408256.htm
Krashen, S. D. (1986). Principles and practice in second language acquisition. Oxford: Pergamon Press. Retrieved
from http://www.sdkrashen.com/content/books/principles_and_practice.pdf
Nunan, D. (1990). Action research in the language classroom. In J. Richards & D. Nunan (Eds.), Second
Language Teacher Education (pp.62 – 81). Cambridge, England: Cambridge University Press.
Vygotsky, L. (1978). Mind in society: The development of higher psychological process (M.Cole, V. John-Steiner,
S. Scribner, & E. Souberman, Eds.). Harvard University Press.
Wu, W. -C. V., Yen, L. L. and Marek, M. (2011). Using Online EFL Interaction to Increase Confidence,
Motivation and Ability. Educational Technology & Society, 14 (3), 118–129.

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Effectiveness of discussion technologies for cross-cultural
understanding− Video Conferencing and Virtual Reality −Miho Fukagawa
Kanazawa University, Japanmihofk@staff.kanazawa-u.ac.jp
Kenji KawamotoÇanakkale Onsekiz Mart University, Turkey
kkcanakkale@gmail.com
Tomoko Yaginuma
Minho University, Portugal
tomoko@elach.uminho.pt
Akitaka Higashi
Kanazawa University, Japanhigashi@staff.kanazawa-u.ac.jp
This study examined aspects of various formats of online discussion for cross-cultural understanding and language learning
between Japanese students and overseas partner-university students. Discussions were conducted through three formats inorder to investigate whether different forms of video conferencing influence the structure of communication: 1) VC-intergroupconnection; 2) VC-individual connection; and 3) VR (a metaverse platform). After the VC discussions, VR discussions
were conducted. Analysis focused on turn-taking and non-verbal communication such as body language, gesturing, and eyecontact. Focus group interview and questionnaire data was also collected and analyzed. The various discussion forms
significantly influenced discourse aspects such as turn-taking and participant attitudes. These findings indicate that VRinteraction was smoother than VC. The results of this study could suggest improved forms of distance communication for
educational contexts.

Keywords: COIL, Cross-cultural Understanding, Metaverse, Videoconferencing, Virtual Reality

Introduction
Background
Since the Covid-19 pandemic, communication through video chat and video conference has become widely used in
our lives. Distance communication which uses such tools has already become one of the formats of education, on parwith face-to-face communication in educational settings. In addition, with the evolution of technology, we cancommunicate not only in real life, but also in virtual reality. Are there any differences between these new forms ofcommunication? This study examined aspects of various formats of online of discussion for cross-cultural
understanding and language learning between Japanese students and overseas university students.

Video conferencing for cross-cultural understanding
For more than a decade, long before the Covid-19 pandemic, we have been engaged in education through collaborative
remote learning such as the recent COIL (Collaborative Online International Learning) (e.g. Suematsu et al. 2019) inJapanese higher education settings, between Kanazawa University, Japan, and Çanakkale Onsekiz Mart University,
Turkey.
This educational practice aims to deepen students’ understanding about their own and each other’s societies andcultures. Students exchange their thoughts and opinions about various aspects of the societies (social problems in eachcountry, global issues) in the Japanese language. The objective is to examine learning effects (the effects on students’cross-cultural understanding, communication skills, and autogenous growth). Another significant feature of thispractice is that the discussion is conducted in the Japanese language, though most of the educational practice which iscarried out through COIL uses English. The participants of the video conferencing (hereinafter: VC) discussion are
Japanese language learners who are studying Japanese as a foreign language at overseas universities. This educational

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practice also aims to provide occasion for JFL learners to improve their communication skills in Japanese and deepen
their understanding of Japan and Japanese people.
We have conducted this educational practice through various video conferencing platforms, so we call it “videoconferencing discussion for cross-cultural understanding,” or “VC discussion.”
This educational practice consists of discussion through video conferencing, and tasks on an LMS. VC discussion iscarried out several times. During the VC discussions, students prepare for the next discussion on the LMS (Moodle or
Google Classroom) and communicate with each other between VC discussions. We have conducted VC discussion
through video conferencing systems such as Polycom and video conferencing applications such as Skype and Zoom.
Since 2023, we have also conducted these educational practices on Metaverse.
Through these educational practices and research, we have noticed that different forms of VC discussion influence theaspects and structure of communication (Fukagawa & Kawamoto 2022). In this presentation, we describe the resultsof a quantitative study of the effects of various forms of VC discussion on the aspects of communication.

Research Design & Methods
Settings
Forms of VC discussion Discussions were conducted through three formats in order to investigate whether different
forms of video conferencing influence the structure of communication (Figure 1): 1) Students gathered in classrooms
at each university and connected through Skype or Zoom (VC-intergroup connection); 2) Students connected fromplaces of their individual convenience via Zoom (VC-individual connection); and 3) Students connected from placesof their individual convenience through Horizon Workrooms, a virtual reality (VR) metaverse platform.
Before the Covid-19 pandemic, students met up in classrooms of each university, and we connected these classrooms
through the VC system or Skype (Intergroup connection). However, during the Covid-19 pandemic, both universities
implemented distance learning, so students couldn’t meet up in the classrooms and had to connect from wherever they
were via Zoom. (Individual connection). In this study, we compared the two formats of VC-intergroup connection in2019 and VC-individual connection in 2020. Discussions were conducted as courses at each university, and thiseducational practice was carried out over 2 months, during which VC discussions were held three times. The durationof each VC discussions was 40-50 minutes.
As for the VR discussion, Japanese students connected from different rooms on the campus, while Turkish students
connected from places of their individual convenience, because their university had been locked down due to an
earthquake which had occurred in 2023. These VR discussions were held three times over the course of a month. The
duration of each VR discussion was 30-40 minutes. After the VC discussions, VR discussions were conducted among
three Turkish students and three Japanese students, all of whom had experienced VC discussions. A pilot discussion
was conducted prior to the main experiment to check the VR environment, including internet connection condition,
the layout of the meeting room in the metaverse, and operation of the VR headset.
Figure1
Format of each discussion

VC-intergroup

VC- individual

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Participants For VC discussions, approximately 10 Turkish students and 5 Japanese students were placed in eachgroup. The Japanese students were undergraduates from various faculties and grades. The Turkish students were 3rdyear students from the Faculty of Japanese Language Education. They had been studying the Japanese language morethan three years, and taken basic-level Japanese language courses since they entered their university. Most students had
communication skills at the CEFR B1 level or above.
Topics of VC discussion Theme and delivery of the discussion activities were constant throughout each discussion
form. Discussions were either about social problems in the students’ respective societies/countries (e.g., job-hunting
for university students, education, gender problems of each society), or global issues (e.g., AI), and were conducted inJapanese. Before each VC discussion, students sent messages through the LMS to discuss and decide about topics. In
the VC discussion, teachers were involved only as facilitators.

MethodTo examine the learning effects, the discourse structures during the video conferencing discussions were examined,
individual student reports and questionnaires were analyzed, and interviews were conducted. Analysis focused on turntaking and non-verbal communication such as body language, gesturing, and eye-contact. Focus group interviews andquestionnaire data collected after the VR stage were also analyzed.

Results
Discussions in all formats (VC-intergroup, VC-individual, and VR) were successful in stimulating deep understanding
and learning among students. We then focused our research on aspects of the discussions, through analysis of the
discussion videos, focus-group interviews and questionnaires to students. Different discussion forms significantly
influenced the discourse structures of communication.

Aspect of turn-taking and pauses
To compare the aspects of turn-taking, we timed how long it took to change turns among speakers. We extracted 20minute scenes from each session. Table 1 shows the frequency of turn-taking and duration of pauses averaged overthree discussions for each format. A one-way analysis of variance (ANOVA) was conducted to compare the pauses
between turn-taking among the three groups. The results of the ANOVA showed that there was a statisticallysignificant difference between groups, F(2, 385) = 19.572, p <.001. Because the ANOVA results were significant, apost hoc comparison using the Tukey HSD test was performed to determine which groups were different from eachother. The results indicated that VR and VC-individual were significantly different from each other (p < .001), as wereVR and VC-intergroup (p < .001). As we can see on Table 1, VR demonstrated shorter pauses between turn-taking
than either VC-individual or VC-intergroup. The turn-taking in VR was smoother than in other formats. In VR
discussion, speech overlapping and spontaneous interruptions, as observed in face-to-face interaction, occurred more
often.
Table 1Frequency of turn-taking and duration of pauses for each discussion format

Frequency ofturn-taking(average)

Average of pause
between turn-taking(sec.)

Maximum of pause
between turn-taking(sec.)

VC-intergroup108.33

2.16

8.0

VC-individual

66.33

2.42

9.0

VR

127.001.29

4.1

Discussion
FormatAspect of non-verbal communication
In a conversation, speakers try to get cues for when to take their turn by looking at other peoples’ faces, in addition tolistening to phonological features such as intonation and speed. In VC discussion, participants could see other people’s
faces through the monitor and speaker, but it was sometimes difficult to recognize the current speaker’s face, especiallyin VC-individual. Our analysis suggests that speakers’ faces are more easily recognized during VC-intergroup than VCindividual, because participants watch the other side’s participants on a large monitor/screen together in the same320

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room. It was possible to communicate smoothly, barring problems with Internet communication conditions. VCintergroup displayed more laughter than VC-individual. However, we did observe some interactions in which
participants tried to take turns but their comments overlapped, interrupting the conversation.
On the other hand, in VR discussion, all the participants turned their bodies toward the speaker and watched the
speaker's facial expressions. Besides, in VR space, participants were able to move their bodies, albeit through avatars.
They could move their arms and head while they were talking. Because of that, movements such as back-channelingwith nodding (aizuchi) were often observed in VR discussion. In addition, in the VR space (Horizon Workrooms) weused for this examination, the closer a speaker is to a listener, the easier it is to hear them, so speakers could hear otherpeople’s back-channeling (aizuchi) such as “aa,” “un,” “hee” (In English: “I see,” “really?” etc.). These differences might
contribute to speakers and listeners finding the appropriate timing to take their turns.
This analysis aligns with the comments of the participants. The focus group interview suggested that it was easier tocommunicate through VR than VC-individual. In the interview and questionnaire for VC-individual, participants said
they felt some difficulties taking turns. Some of the Japanese students said that they had a hard time “reading theatmosphere” (In Japanese: “kuuki o yomu”) to know the right moment to talk. However, the participants said they felt
it was easier to talk in VR than VC-individual (Zoom), because the avatars allowed them to see the other speakers'
faces and gestures as they spoke, and it felt as if they were exchanging eye contact with the other speakers. The
participants also indicated that they felt as if they were talking in the same classroom. Such a sense of unity may havemade it easier for them to interact with each other, and discussions were livelier. From these findings, we realized thatwhen we communicate with others, we use various information channels besides language itself, and how different inperson communication and indirect communication using VC platforms are, even though we can hear our speaking
partners’ voices and see their faces.

Discussion
These findings indicate that VR interaction was smoother than VC. This means VR could be another option of format
for education. As for the merit of VR, it could become a solution to the problems of distance and transportation costof collaborative learning in distance education. In addition, it is meaningful to be able to interact with others in learning
activities such as these, and the immersiveness of VR offers a sense of unity and intimacy in the environment. On theother hand, some physical and technical issues, such as the restrictions and cost burdens of having to use specificequipment such as VR headsets, as well as the physical burden of wearing VR headsets, such as the weight of the VR
headset itself and fatigue from wearing it for long periods of time, were also recognized.

Conclusion
The results of this study could suggest improved forms of distance communication for educational contexts. Future
research will examine reasons for difficulty/comfortability through VR and other formats, including face-to-face,elucidating what we rely on to communicate smoothly with others.

Acknowledgment
This work was supported by JSPS KAKENHI Grant Number JP22K00660.
We deeply appreciate all the participants who cooperated in the VC and VR discussion.

References
Fukagawa, M., & Kawamoto, K. (2022). A Study of the video conferencing discussion for cross-cultural understanding- Focusing on various video conferencing forms -. Research Bulletin, Organization of Global Affairs Kanazawa
University, 4, p. 31-47.
Fukagawa, M., Kawamoto, K. & Miura, K. (2017). Video Conferencing Discussions for Cross-Cultural Understanding
and Japanese language education: Adopting Deep Active Learning. The Proceedings of the 21st Japanese Language
Symposium in Europe, The 15th International Conference of EAJS. Association of Japanese Language Teachers in
Europe, e.V. (AJE) , pp.514-519.
末松和子, 秋庭裕子, 米澤由香子(Suematsu, K., Akiba, Y., & Yonezawa, Y. )編著（2019）『国際共修 : 文化的多様性を生かした授業実践へのアプローチ』東信堂

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The Success Case Method: Impact Analysis for Global
Biomanufacturing Training Program
Yujie Han
Seoul National University, Republic of Korea
jadey.han@snu.ac.kr
Cheolil Lim*
Seoul National University, Republic of Korea
chlim@snu.ac.kr
MinSeon Jeon
Seoul National University, Republic of Korea
kimjun516@snu.ac.kr
SeungHa Kim
Seoul National University, Republic of Korea
seungha@snu.ac.kr
Jahyun Jeong
Seoul National University, Republic of Korea
wwogus826@snu.ac.kr
Chaerin Lee
Seoul National University, Republic of Korea
coflslee@snu.ac.kr

This study evaluates the impact of the "Hands-on Training for Upstream Process in Vaccine Manufacturing" program,
aimed at strengthening Africa's biomanufacturing capabilities. Using the Success Case Method, the research analyzed survey
data from 18 participants and interviews with 5 high performers. Results indicate significant improvements in participants'
knowledge and skills, with 94.4% finding the program highly beneficial. Key themes emerged: knowledge utilization,
networking, and process enhancement. While the program effectively enhanced job competencies and initiated organizationalinnovations, implementation challenges were identified, including inadequate infrastructure and resource constraints.
Recommendations include refining the balanced approach of didactic and hands-on training, facilitating more networking
opportunities, and implementing support mechanisms. The study underscores the program's potential to advance Africa's
biomanufacturing sector while highlighting areas for future improvement.

Keywords: Impact Analysis, Hands-on Training Program, Success Case Method

Introduction
The “Hands-on Training for Upstream Process in Vaccine Manufacturing” program, initiated througha collaboration between the Kenya Medical Research Institute (KEMRI)-Wellcome Trust Research Programme,
the International Vaccine Institute (IVI), and the Korea Bio-Pharmaceutical CMO Center, aims to fortify Africa’s
biomanufacturing capabilities. Launched in 2023, the program addresses a significant gap in local vaccine
manufacturing expertise by providing African scientists and industry workers with essential skills for upstream
processes in vaccine production. Amid a transforming global health landscape, the urgency for local vaccine
manufacturing capabilities has intensified. The COVID-19 pandemic has highlighted the vulnerability of regions
reliant on external sources for vaccines, underscoring the need for self-reliance and robust healthcare
infrastructure. This training program, therefore, is a vital component of a broader strategy to ensure thesustainability and resilience of Africa’s biomanufacturing sector.
The primary objective of this research project is to conduct a comprehensive impact analysis to assess
the program’s effectiveness in enhancing participant learning outcomes, fostering behavioral changes in322

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professional practices, and generating broader organizational and sectoral impacts. This analysis is critical for
identifying areas of improvement, optimizing training delivery, and contributing to the advancement of Africa’s
biomanufacturing sector.

Research Design & Methods
This study has adopted the Success Case Method (SCM)(Brinkerhoff, 2003) to evaluate the impact of the training
program. SCM is utilized to identify and document specific examples of where training has been successfully applied,enabling an exploration of key success stories and the factors contributing to these achievements.
First of all, success indicators were developed across four domains: Job Competencies Enhancement, Job
Performance Improvement, Professional Engagement, and Organizational Innovations, and the indicators werevalidated by subject matter experts(SMEs) to ensure their relevance and accuracy. Second, the survey and the interview
questionnaire were developed with the four success indicators. Third, the survey was conducted among 18 participantsfrom the training program. 5 interviewees were chosen based on the survey result based on the selection criteria.
Fourth, semi-structured interviews were conducted with each selected interviewee to gather detailed insights into thetraining program's impact. Finally, both quantitative and qualitative data were analyzed to identify the factors that
contribute to the success cases.

Results
The program's impact was evaluated by surveying all eighteen participants and interviewing five selected highperformers. The results of these analyses are as follows:

Survey Analysis Results
Post-training survey results indicate that the KWTRP training program significantly impacted participants. The
program effectively improved knowledge and skills in vaccine manufacturing, with 94.4% finding it highly beneficial,
and participants rated their knowledge and skills acquisition at 88 and 92 out of 100, respectively. Key areas of
improvement include Vaccine Upstream Process development, GMP, and biosafety basics, despite limited exposure
to downstream processing. Participants reported enhanced job performance, rating the training content's applicability
at 3.67 out of 4.00, with frequent application of GMP, Good Documentation Practices, and Good Laboratory Practices.
Additionally, 94.4% felt the course enhanced their efficiency in USP processes. The training also provided them with
better engagement, networking, and career growth, with private sector participants reporting higher careeradvancement than their public sector counterparts, which is assumed to be due to cultural differences. After the
training, the participants looked forward to improving organizational SOPs and quality systems, with immediatechanges observed and longer-term results expected. Overall, the KWTRP effectively enhanced job competencies,
performance, professional engagement, and initiated organizational innovations, showing significant long-term
potential in vaccine manufacturing.

Interview Analysis Results
A code co-occurrence analysis of interviews with high-performing participants, integrated with foundational program
data and survey results, revealed the primary themes in order of significance: Knowledge and Skill Utilization,
Networking and Collaboration, Process Enhancement, and Occupational Efficiency and Efficacy(Fig 1).
Figure 1
Code co-occurrence analysis graph of trainee interviewee response data

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The paramount effect of the educational program is the utilization of knowledge and skills. This aligns with theprogram's structure, which emphasizes the application of acquired knowledge and skills through practical training thatprecedes theoretical instruction.
Networking and collaboration were identified as the second most critical factor. Interviewees emphasized thesignificance of cooperation with other experts, laboratories, corporations, and nations in applying their knowledge andskills. Numerous learners experienced the importance of networking during the training program, which continued toexert influence upon their return to their home countries.
Process enhancement and occupational efficiency showed lower than expected correlation with knowledge andskill utilization. The analysis identified key implementation challenges:
1.
2.
3.

Non-responsive supervisors impeding change initiatives.
Inadequate vaccine manufacturing infrastructure in trainees' home countries.
Insufficient equipment and financial resources, hindering immediate skill application.

These factors collectively obstructed the practical implementation of acquired knowledge and skills.

Discussion
The program effectively enhanced participants' competencies in vaccine manufacturing processes, particularly in
upstream processes, GMP, and biosafety. The balanced curriculum of theoretical knowledge and practical skills proved
crucial in addressing industry-specific needs. Notably, the utilization of acquired knowledge and skills emerged as a
key indicator of success, highlighting the value of hands-on training approaches. The program fostered networking
and collaboration, creating a strong community among participants that facilitated ongoing knowledge exchange. Whileparticipants initiated organizational changes, particularly in SOPs and quality systems, they faced challenges in
implementing these changes due to institutional constraints and insufficient support systems. The analysis also
highlighted the importance of targeted participant selection to maximize training effectiveness. These findings
underscore the program's potential to contribute significantly to the advancement of Africa's biomanufacturing sector,
while also revealing areas for improvement in future iterations.

Conclusion
The Success Case Method analysis provides valuable insights for enhancing global biomanufacturing training
programs. Key recommendations include maintaining and refining the balanced approach of didactic and hands-on
training, with continuous updates to reflect industry advancements. Facilitating more networking opportunities andcollaborative projects is crucial for fostering innovation and professional growth. Implementing regular follow-up andsupport mechanisms, such as mentorship programs and resource libraries, will ensure participants can effectively apply
their knowledge post-training. The participant selection process should prioritize individuals directly involved with324

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relevant technologies to maximize impact. Future impact analyses should adopt a pre-post evaluation design andengage more deeply with participants' supervisors to assess broader organizational and sectoral impacts. Continuous
evaluation and feedback integration from all stakeholders is essential for maintaining program relevance. Broadening
the evaluation scope to consider long-term career progression and regional impacts will provide a more comprehensive
understanding of the program's effects. These improvements aim to consolidate gains and address challenges,
contributing to a resilient, innovative, and self-sufficient biomanufacturing sector in Africa.

References
Brinkerhoff, R. (2003). The success case method: Find out quickly what's working and what's not. Berrett-Koehler
Publishers.

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Readiness of Current University Students for Taking Online“Negotiation” Class
Mayumi Kubota
Kansai University
mkubota@kansai-u.ac.jp
Yuka Suzuki
J.F. Oberlin University
ys110@obirin.ac.jp
The purpose of our research is to find the effects of drawing image of “negotiation” in the online “negotiation” class offered
for the university students. In this class, the contents were delivered by not only lecturing but also role play, group discussion,and the analysis of case studies. To capture how far the students understood the contents, drawing image of “negotiation”
was conducted by using the whiteboard of zoom in the middle of the semester. As a results, drawing image of “negotiation”
was effective on facilitating group discussion, checking the process of negotiation and capturing the importance of nonverbal
cues. Especially the enrolled number of the students is large, it will be efficient method.

Keywords: Drawing, Negotiation class, Nonverbal cues, Online, University students

Introduction
There are six ways to deal with conflicts: avoidance, negotiation, mediation, arbitration, litigation, and fight (Suzuki,
2004). Among them, arbitration is a traditional Japanese method of conflict management in which a third party
intervenes and offers a proposed solution. As the first study, four role plays were conducted online with two
professional mediators and four undergraduate students and recorded with Zoom in 2022. In the role play, theundergraduate students took the role of mediation and analyzed their abilities of mediation to find out their readiness.
As a results, the four un-trained students demonstrated arbitration to solve the conflicts. Therefore, the researchers
realized the necessity of training of negotiation skills for the university students based on “OECD Future of Educationand Skills 2030.”
Negotiation is a way to resolve disagreements and conflicts. Conflicts include things ranging from familiar everyday
disputes, such as between parents and children or between superiors and subordinates, to national-level disputes andwars. Therefore, the ability to negotiate to resolve conflicts must be acquired not only as knowledge, but also as aneveryday practical skill.
In Japan, students learn academic writing when they enter university. Last ten years. in most of the cases, the subjectof academic writing is offered to the freshman and the writing center is established to support the students (Tokito,2022). At the academic writing class, students learn how to write reports and thesis by citing various references andlogically constructing opinions with evidence. To acquire negotiation skills, students are required to have such logicalthinking as well as practical skills that can be put into action at the same time. Therefore, this study proposes that
there is merit in checking the understanding of negotiation skills not only in writing but also in drawing in online
university classes.

Research Design & Methods
The purpose of our research is to find the effects of drawing image of “negotiation” in the online “negotiation” classheld for the university students. The research question is “What is the university students’ image of “negotiation”?
To investigate the research questions, one questionnaire at the beginning of the semester was conducted and drawing
image of negotiation was conducted in the middle of the semester (after 7 classes). At the end of the semester,
another questionnaire that is the same content of the first one will be conducted in order to measure the change ofindividual knowledge about negotiation. However, the results of the second questionnaire are not focused in thispaper.
In the first questionnaire, the following four questions are asked besides some attribute such as name, age, andgender.

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1) & 3) Raise five words associated to the word “negotiation” and “third-party intervention” respectively.
2) & 4) Please write your own definition of the word “negotiation and “third-party intervention.”
The target class is called “negotiation” class hold in Spring semester 2024 at one university. In April 2024. 96
students are enrolled. This class is conducted online using zoom once in a week. The class will proceed throughinteractive lectures and group work. The cases discussed are "the story of orange” (Fisher & Ury, 1991) “my paidvacation" (Suzuki, 2017), "A Chairy Tale" (McLaren, 1957), and "the LOHAS mother" (Suzuki original), all of which
begin with a conflict of opinion between two characters. However, they use examples in which consensus can bereached by exploring each other's interests and creating a proposal that realizes both interests.

Results
Questionnaires 1
In April, 96 questionnaires were distributed to the enrolled students in the “negotiation” class and 90 questionnaires
were collected. Among them, 89 were used for analysis. It was found the gender differences regarding the readiness of“negotiation”. The 59 female students’ image of “negotiation” is communication, discussion, be influenced,
compromise, transaction, and business. The 30 male students’ image of “negotiation” is communication, beat down
the prices, compete, inter-personal, and sales. The female image of “third-party intervention” is intermediate,arbitration, help, quarrel, and prevent. The male image of “third-party intervention” is intermediate, objective, oppose,
outsider, and stop. In total, the female image is more harmonious while the male image is more business oriented.
Image drawings
June 3rd Image drawings about “negotiation” and its explanation in words are conducted by 18 groups which
consists of 3 to 6 classmates. Based on the results of the first questionnaire, each group was grouped with mix
number of boys and girls. For drawing, white board of zoom is used and 20 to 25 minutes was spent. 18 image
drawings done by 18 groups which consists of 3 to 6 classmates were analyzed.
Figure 1 shows some examples of the drawings. The left picture shows the process of cooperative approach, while theright picture shows the result and the process of cooperative approach. Out of 18 groups, 8 groups drew the scene ofcooperative approach only while 10 drew cooperative approach, competitive approach and others. 9 groups focused
the results of negotiation while 4 focused the process of negotiation, 3 focused the results and the process, 1 focused
the process of brainstorming and 1 is other. Sixteen groups drew two persons, and 1 group drew four persons and 1
is other.
Regarding the contents taught in the class, the results as follows: dual-concern model (6), a chairy tale" (4), the storyof orange (3), my paid vacation (2) etc.
Table 1 shows the summary of expression of image of building consensus. 10 groups out of 14 groups drew smile
face, and 7 groups drew shaking hands. Since white board with zoom is used, the stamps of heart, star etc. is available.
Thus, the students use these stamps to show the positive feeling, and the number of the stamps are the same for bothsides when it is cooperative approach. Table 2 shows the process of cooperative approach and it is represented by theusage of symbol (⇔、→← ) as two way communication, and the speech bubbles. In addition, two opponents stand at
the end of the same table. On the other hand, the process of competitive approach (table 3) is represented byasymmetrical body postures, and sweat or tears on the loser's face. The facial expression is different, one is smile andthe other is dissatisfied face. The amount of speech is different. Marker of anger such as
is used on one side. The
students knows thatshows the anger because this is one of signs used in manga.
Figure 1
Examples of image drawings

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Table 1
The image of building consensus
image
building
consensusof

14

simileshaking
hands

positive
usage ofstampsthesamenumberof thestampsholding
hands

crown

Libra

thumb upequal
symbol
(=)

10

7

5

3

2

1

1

1

1

usages of symbol (⇔、→← ) as
two way communication

speechbubblestand onbothsides ofthe table

holdinghands

facialexpression(smile vsdissatisfie
d face)contrasti
ng figures

4

4

3

1

1

1

Table 2The process of Cooperative approach

the process
Cooperative
approachof

7
Table 3The process of competitive approachtheprocessofcompetitive
approachcontrasting
movement

sweat
or tearson theloser'sfacefacialexpression(smilevsdissatis
fied
face)

marke
r of
anger

differ
ent
amou
nt of
speec
h

contrasting
figures

usage
s of
symb
ol
( ⇔ )
as
confli
ct

anger
faces
on
both
sides

grabbi
ng
each
other

tug ofwar

differ
ence
of
power

8

5

4

3

3

3

2

2

1

1

1

1

Some premise for negotiation was drew in the drawings. One is about the difference of power that was drew by thedifferent height of the steppingstones. Second is the variety of the background by using different colors. Third isdifferent energy and values by the number of heart mark stamps in two figures.
Two drawings show the brainstorming in which many ideas are thrown away. In the class, the students experienced
some brainstorming, thus, they know what it is and drew it.

Discussion
The results of the content analysis of the drawings show that all the students drew cooperative approach only orcooperative approach and competitive approach, and none of the students drew the competitive approach only. Itmeans that the students acquire the knowledge of the cooperative approach in relation to competitive approach. In
the drawing, some students pick up the cases such as a chairy tale, the story of orange, and my paid vacation. So, thestudents tried to re-think about negotiation with the concrete examples.
In addition, a half of the students focused on the results of the negotiation. Another half of them focused on theprocess of the negotiation only (4 group) or the results and the process (3 groups) and others (2 groups). One groupfocused on the brainstorming. These results are the evidence of the effective way of interactive online teaching in thenegotiation class that is the combination of the analysis of case studies, roleplays, group discussion, and the fillingindividual reflective worksheets after the activities. The students’ image of negotiation was changed in the middle ofthe semester. They focused more on the process of the negotiation.
Drawing the image of negotiation by group of 3 to 6 students is very effective, because to draw it, they need to discussand decided what to draw. Okumoto (2024) pointed that “since artistic expression requires more original thinking and328

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sensitivity, creative power, which is the key to conflict transformation, will be developed from a different angle thanverbal discussion” (p.112). Therefore, drawing image of negotiation is educationally effective way of capturing what
the students understood without using many words. In addition, “it is expected that relationships will evolve as they
are shared with their peers, and it appears that many participants will experience the joy of doing so and will gain
confidence and a sense of self-affirmation and accomplishment” (Okumoto, 2024, p.112).
Group discussion is known that one of the effective ways of teaching (Mitsui, 2022, Fukui, 2022). In addition, drawing
with a group can present the features of negotiation. Especially, nonverbal features such as facial expression, feeling,
body movements, power difference, energy etc. within the limited time. It showed that the students understood theimportance of nonverbal cues, although the class was conducted online. However, voice features such as tone of voice
were not able to draw, thus it should be trained in the role play etc.
One group drew four persons at the table and four speech bubbles. In each speech bubbles the different need were
drew. In this case, the writing explanation helped to understand the meaning of the drawing. It was a conversation
among for persons.

Conclusion
Without any training, the university students end up practicing arbitration for conflict management. Thus,“negotiation” class was offered as an elective subject in the university. It is offered online; however, the contents weredelivered not only lecturing but also role play, group discussion, the analysis of case studies and son on. To capture
how far the students understood the contents, drawing image of “negotiation” was conducted in the middle of thesemester. As a results, drawing image of “negotiation” was effective on checking the process of negotiation and theimportance of nonverbal cues. The students used the white board of zoom and couldn’t draw the pictures freely;
however, they used the stamps effectively in terms of the shape, colors and the number. In addition, they used thesings of manga to show the person’s anger. Thus, it seems that the students did not feel much about the limitation of
the function of white board. Instead, they could draw what they learned in the class and highlighted the features ofnegotiation based on the group discussion. Therefore, drawing image of “negotiation” was one of the effective ways
to facilitate the group discussion for the students’ side and capture how the students grasp the content for the teacherside. Especially the enrolled number of the students is large, it will be efficient method.

References
Fisher, R. & Ury, W. (1991). Getting to Yes: Negotiating Agreement Without Giving in. New York, NY: Penguin Books
USA Inc.
Fukuyama, Y., Nishiguchi, K., Mitsui, N., & Tokito, J. (2022). <Reports> “The Effect of Student Interactions in
Online Writing Courses on Attitudes Toward Writing” Kwansei Gakuin University Researches in Higher Education,(12) 103-114.
Kubota, M. & Suzuki, Y. (2023). “The Utilization of Online Mediation in Japan—From the Perspective of
Affordance—" International Journal for Educational Media and Technology, Vol.16, No. 2, 67-76.
Kubota, M. & Suzuki, Y. (2021). Zoomsosa deno tsumazuki [Stumbling blocks for online operations: Analysis basedon the design theory]. Japanese Journal of Educational Media Research, 28(1), 45-57
McLaren, N. (1957). A Chairy Tale. National Film Board of Canada.
Mitsui, N., Tokito, J., Fukuyama, Y., Nishiguchi, K., & Nose, Y. (2022). “A Study on the Reduction of Students’Anxiety about Academic Writing in an Online Writing Course” Japan Journal of Educational Technology, 46 (4),695-704.
OECD Future of Education and Skills 2030. Retrieved from https://www.oecd.org/education/2030-project/
Okumoto, K. (2024). “Chapter 5: Cultivating the Ability to Transform Conflicts: Beyond the Binary to the Peace
Approach," in Yamaji. H. (ed.), University Education in a Symbiotic Society: Toward the Cultivation of PracticalCommunication Skills. 97-120.
Suzuki, Y. (2017). Hito to soshiki o tsuyokusuru koshoryoku. [Negotiation power to strength a person and anorganization]. Tokyo, Japan: Jiyukokuminsha.
Suzuki, Y. (2004): Conflict management workbook: Negotiation. Class material at J.F. Oberlin University
Tokito, J., Mitsui, N., Fukuyama, Y., & Nishiguchi, K. (2022). “Research on Academic Writing Education for
Freshman Students″ Kwansei Gakuin University Researches in Higher Education, (12) 31-45.

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Analysis Assignments Submission Time of Programming Learners
on Informatic Subject in High School
Kyosuke Okamoto
Miyagi University of Education, Japanokakyo@staff.miyakyo-u.ac.jp
Toru Nagahama
Tohoku University, Japan
toru.nagahama.a7@tohoku.ac.jp
We conducted a class for learning text programming using our own teaching materials on infomatic subject in a high school .
Learners viewed the teaching materials on the LMS, studied programming in the environment, and submitted assignments.
The metadata of user IDs and submission dates could be obtained from the submitted assignments, and it was thought thatearly support by the teacher would be possible by predicting the learning status based on the metadata. We standardized all
assignment submission times. The results of a cluster analysis of the submission times as the five assignments showed thatthe average value of one cluster became slower as the chapters progressed. And this difference could be taken as an indicatorof the need for support, which would reveal effective support methods and timing.

Keywords: High school informatics, programming instruction, LMS, educational data, learning
analytics

Introduction
In the Courses of Study for high schools that went into effect in 2022, the content of "Information 1" in the subject"Informatics" was substantially revised (Ministry of Education, Culture, Sports, Science and Technology 2018), andthe content related to programming in particular was enhanced. In addition, Information 1 will be implemented in the
Common University Test from 2025, but the number of class hours is only 2 credits over the three years of highschool. So there is a need to improve the effectiveness of instruction through self-adjustable instruction that matches
the ability of the students. In a survey of high school Information subject teachers by the nonprofit organization Minnano Code (2023), 82.7% of the respondents answered that they felt that the number of class hours for Information 1
as a whole was insufficient because of the large amount of instructional content.
Okamoto et al.(2023) proposed a learning method in which a sample program prepared by the instructor is distributed
to learners on a learning management system (LMS), and learners modify the program to accomplish the assignmentson the LMS. In this method, even in a one-to-many instruction format, learners can learn at an individualized pace byreferring to supplementary information provided on the LMS. In such cases, learners sometimes stumbled even if they
had checked the supplementary information and proceeded with their studies, and teachers provided individual careto such learners. However, it is difficult to detect and care for stumbling blocks unless teachers can find learners inneed of care or unless learners self-report their needs. If we could predict learners who do not understand before
submitting assignments and provide individualized care for them, we could further improve the effectiveness of
instruction. We examined data and analysis methods for predicting learners who need care from metadata obtained byusing Google Classroom (Classroom) as a general-purpose LMS. The results suggest that learners who tend to be late
in submitting assignments with difficult content or assignments in self-study using the Classroom may not understandsimple learning content, and that such learners can be automatically identified. However, since the submission datesof the assignments analyzed in this study were based on the timestamps output from Google Forms and converted toUNIX time, the range of time between each class session may have made it difficult to see learner trends. Bystandardizing this range, we may be able to grasp learners' detailed tendencies.
In this study, the elapsed time obtained from assignments submission time of the learners was unified and statisticallyprocessed in order to see the tendency of the learners toward the task and to indicate the policy of support for thelearners.

Assignment content and flow of learning activities
Learners modify the provided Google Spreadsheet (Spreadsheet) and the learning program to suit the assignments,
execute them, and check the operation. The Spreadsheet is divided into two worksheets, an "Execution Sheet" and a"Problem Sheet. By modifying and executing the Problem Sheet and the program that controls the Spreadsheet,330

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learners can proceed with the assignment. The programs to be changed are prepared in advance, and the user canproceed with the assignment by changing some of them. The program is a "wordbook program" that, when executed,
displays the words and their meanings stored on the question sheet, allowing the user to confirm whether or not tostudy them again.
The contents of the assignment are Chapter 6 [ Find the corresponding variable in the program and change the valueof the variable.], Chapter 7 [ Locate the corresponding function “Browser.msgBox” in the program and change theargument of the function.], Chapter 8 [ Change the Problem Sheet, locating the corresponding function “getRange”
in the program, and changing the argument of the function.], Chapter 9 [ Change the Problem Sheet, finding thecorresponding function “Math.floor(Math.random)” in the program, and changing the argument of the function.],
Chapter 10 [ Change the Problem Sheet, find the corresponding function “getRange” and the corresponding forstatement, and change their arguments.]
The flow of learning activities in the class in this study is shown in Figure 1. Firstly, (1) In the preparation phase,learners copy the sample program in the Classroom to their Google Drive. Secondly, (2) In the learning phase, thelearner checks the supplementary explanations of the Google Slides and the assignments in the chapter prepared in
the Classroom, modifies and executes the sample program. If the program solves the problem, the students proceed
to the submission phase. If not, they check the explanations provided in the Classroom, modify the program, andexecute it again. Finally, (3) In the submission phase, the learners submit the program data via Google Forms andproceeds to the next chapter of the study. In this case, we did not set a deadline for the submission of the assignment
in order to allow students to learn at their own pace.
Figure 1
Flow of learning activities

Analysis Method
The analysis procedure are (1) Retrieve the user IDs attached to the assignment submissions for each chapter and thedate and time of assignment submission obtained from Google Forms for the 6th to 10th chapters, (2) Extract data
only from learners who submitted all assignments, (3) Calculate the difference in elapsed time in minutes between theearliest person in the class and the rest of the students for each assignment, (4) Remove the out-of-class time fromeach class session (if the assignment was submitted outside of class, it was assumed to be one second after the classsession before the assignment was submitted), (5) Perform cluster analysis using the time in minutes processed in eachsession as a variable, (6) Analysis of variance was conducted using the clusters from the cluster analysis as theindependent variable and the time in the minute display processed in each session as the dependent variable.

Results
There were 144 learners who submitted all assignments. Cluster analysis was conducted, and the results were classified
into three clusters (Table 1). The number of learners in each cluster was 63 for Cluster 1, 71 for Cluster 2, and 10 for
Cluster 3. Cluster 1 is the cluster with the earliest submission timing for all clusters. Cluster 2 was the cluster that
submitted the assignments early in Chapters 6 and 7, but late from Chapter 8. Cluster 3 is the cluster with the slowest
submission timing for all the clusters. The average of all the clusters tends to be significantly delayed in Chapter 8(Figure 2).

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Table 1Results of Clusters ( minutes )

Ave.

1
12.3

Std.

(10.8)

Chapter623
23.9 73.8(42.1)(71.2)

1
14.1(11.4)

Chapter72322.6 110.1(21.0)(69.9)

1
33.8

Chapter82366.1 154.8(18.2)(36.1)(47.4)

1
24.9(17.0)

Chapter92386.4 166.9(38.0)(44.3)

1
22.8(15.8)

Chapter1023112.2 161.2(31.4)(49.4)

Figure 2
Average value in each chapter of each cluster

Discussion
The reason for the delay of Cluster 2 from Chapter 8 is thought to be due to the increased difficulty of the assignments
in Chapters 6 and 7. The contents up to Chapter 5 have been explained in the previous chapters. However, the contents
up to Chapter 5 are only explanations, and the program operations are to be performed from Chapter 6. Therefore, itwill be difficult to solve the assignments without understanding the relationship between the Spreadsheet and theprogram. The functions and arguments studied in Chapter 8 are represented as getRange(1, 2, 3, 4). The functions arealso covered in Chapter 7, but the getRange function in Chapter 8 has four arguments, and it is necessary to understandthe meaning of each number in conjunction with its relationship to the Problem Sheet. Thus, the complex operations
required in Chapter 8 are more difficult and time-consuming to understand, which may be the reason for the delay.
This is also suggested by the tendency for Chapter 8 to lag far behind in the average of all clusters. In addition,
Okamoto et al. (2023) also found that the post-test results showed that the students were stumped in Chapter 8. In
this study, we created the assignment in Chapter 8 because we believe that the learners need to understand the
Spreadsheet and ranges using the function getRange as the order of learning. Based on the results of this study, we
believe that in order to improve the teaching materials, it would be better to set up assignments in which learners learn
to understand the Spreadsheet step by step.

Conclusion
In this paper, we organized and conducted a cluster analysis of the time for learners to submit their assignments, using
unique teaching materials for learning text programming. The cluster analysis resulted in three clusters, with eachcluster consisting of a cluster where all the submissions were made early, a cluster where the submissions were madelate in the process, and a cluster where all the submissions were made late. In the future, we will analyze the details ofthese clusters and clarify the detailed contents of correct and incorrect answers to determine when and how to support
the learners.

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References
Ministry of Education, Culture, Sports, Science and Technology (2018) Courses of Study Explanation as Subject
Infomatics.
Nonprofit Corporation Minna no Code (2023) FY2022 Programming Education and High School "Information I"
Fact-Finding Survey,https://speakerdeck.com/codeforeveryone/programmingeducationreport2022 (2024.7.10
accessed.)
Okamoto, K., Ando, A., and Kusa, Y. (2023) A study of predicting learners in need of care using metadata obtained
from programming instruction using Google Classroom in high schools. Transactions of the Japan Society for
Educational Technology, 47(Suppl.), 233-236

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Scaffolding in Practice:Zones of Proximal Development for Large Programming Classes
Emily Ohman
Waseda University, Japanohman@waseda.jp
Elissa Nakajima Wickham
Waseda University, Japanelissa@akane.waseda.jp
Every educator struggles with the varying skill-levels and backgrounds of their students. This phenomenon is highlighted
when teaching large programming classes to students with non-STEM backgrounds. Such students typically range from techilliterate to experienced programmers, and they all expect to learn the contents as presented in the same syllabus. This paper
focuses on large programming courses at Waseda University to determine key indicators of success and aims to develop bestpractice guidelines for diverse scaffolding needs.

Keywords: Flipped-Classroom, Best-practice, Mentoring, Scaffolding, Tutorials

Introduction
Educators often face the challenge of addressing the diverse skill levels and backgrounds of their students, a challengethat becomes particularly pronounced in large programming classes with students from non-STEM fields (Ohman,
2019; Hiippala, 2021; Terroso and Pinto, 2022). These students range from having little to no technical knowledge tobeing proficient programmers, yet they all anticipate mastering the material outlined in a unified syllabus. Identifying
crucial success factors and striving to establish best-practice guidelines for effectively supporting students with varying
needs is at the core of successfully retaining students and nurturing them into programmers.
The concept of the "Zone of Proximal Development" (ZPD) describes the difference between what a learner can dowithout help and what they can achieve with guidance and encouragement (Vygotsky, 1987; Chaiklin, 2003). Vygotsky's
ZPD is a fundamental element in understanding educational scaffolding (a concept introduced by Wood et al. 1976),
a strategy that involves providing support structures to students based on their specific needs and gradually removing
these supports as students develop their independent learning skills. ZPD is particularly relevant for large classes withhigh variance in student skillsets because it acknowledges that the learning process is not uniform across all students.
Scaffolding, then, is the application of ZPD in practice, where instructors and educators play an active role in extending
the students' capability to solve problems or understand concepts that they would not be able to handle on their own.
In large and diverse classes, such as those commonly found in programming education for students from non-STEM
backgrounds, scaffolding becomes crucial. It allows educators to address the wide range of abilities and priorknowledge in the classroom. By structuring learning activities that provide variable levels of challenge and by adjusting
the support provided based on each student’s progress, it is possible to guide students through their personal zones ofproximal development.
This paper will discuss the teaching, and scaffolding, methods for a large introductory programming course offered at
Waseda University School of International Liberal Studies (SILS): Python Programming for Digital Humanities. These
teaching methods have been designed with consideration of the varying needs of non-STEM students and offer
potential best practices in equipping future employees and scholars with the coding skills needed for a world continuing
to digitalize further.

BackgroundPrevious research from Nikula et al. (2011) explores methods to raise the pass rates of programming courses, including
the elimination of de-motivators and resolution of “hygiene” problems such as scheduling and access to content, theincrease of intrinsic motivators by making it more interesting and useful, and the use of extrinsic motivators to increase
the predictability of student behavior. Although the article focused on STEM students, the longitudinal study showedthat in terms of intrinsic motivators, the usefulness of the course was paramount in keeping students from failing, thepass rate rising from 36% to 68% over 5 years without changing the actual learning goals of the introductory
programming course discussed in their study.

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We suggest that programming courses are best balanced by using scaffolding methods to keep students in the zone ofproximal development. In practice, this means telling the students the outline of what they are going to learn first to
enable independent learning at the students’ own pace later, but also providing students with the tools to do their own
trouble-shooting and advanced learning. Having multiple different sources of information helps students find theinformation they need better without the need to separate for learning types. On-demand content also helps with thefirst point of Nikula et al. (2011) regarding “hygiene” problems as information can be accessed at any time.

Course Structure
The main course examined, Python Programming for Digital Humanities at Waseda University in Japan, is a 4-credit
course for undergraduate liberal arts students. The general guideline is 100 minutes per week of contact teaching forevery 2 credits. Instead of 200 minutes of contact teaching, however, to facilitate the diverse levels of the students, thecourse is divided into a weekly on-demand class and a face-to-face class. This allows the students the time they needto absorb the core contents each week at their own pace. Students are provided with extra content that for some helps
them understand new content from different perspectives and through different modalities (text, video, podcast,coding tutorial, interactive exercises), and for others helps them understand already familiar concepts in more depth.
Providing these extra resources is part of establishing and scaffolding their individual zones of proximal development
by utilizing the same materials for different purposes.
A combination of automated checks and flipped classroom is used with an honor-based report system and peer
feedback to facilitate 200 students per course while ensuring the students are applying their new skills and staying on
track content-wise. In practice, students are asked to complete weekly assignments that help them apply their new
program skills to practical problems that might come up in their own studies or internships. Since it is virtually
impossible to manually check the code for nearly 200 students each week, besides automated checking, students are
asked to check which questions on the assignment they were able to successfully complete. When we meet face-toface, students are asked to share their solutions when they have marked a question as completed. If they are unable to
do so, they get zero points for that week (NB! Students are not penalized for imperfect solutions). This has worked
nicely as a deterrent to simply marking all questions as completed and students overall are very honest about theircapabilities. When students share their solutions, they are asked to explain their reasoning and justify their code which
serves as a flipped classroom model and often leads to active participation from a majority of the class in hunting for
optimal solutions together. Additionally, students who were not called upon but who want to share their own uniquesolution to a programming problem, may do so. We usually have many volunteers who eagerly share their solutions,but also many who share their code when they were not able to solve a particular problem in the hopes ofunderstanding the logic better.
Students are also encouraged to post in the Moodle help forum and get extra credit for helping their peers solve theirquestions. These questions and their respective explanations often turn into much more in-depth content than isgenerally covered on the course. And finally, the teaching assistant runs voluntary weekly tutoring sessions that aremeant to help students understand the contents better, but also to reassure the struggling students that they too havethe ability to learn programming in a relaxed setting with someone they view more as a peer.
The students' level of understanding of core concepts is monitored weekly through anonymous polls while attending
the face-to-face class. The course contents are then adjusted, if necessary, based on both summative and formative
feedback to ascertain a roughly normal shaped distribution between students who think the content was too easy, justright, and too hard with a large majority of students finding the content just right.
Common topics in the feedback was that the course was useful and enjoyable:• The links provided were very useful for beginners. The homework assignments were challenging and useful.
The class part helped me to understand my mistakes and also learn from others. The professor was very kindand understanding.
• I genuinely enjoyed this course! though it was hard at first, I had fun developing my skills.
• I really enjoyed myself in this semester by learning to code! The satisfaction of getting the correct output
really motivated me throughout the semester.
• This course gives SILS students opportunities to learn in-depth about real programming in real society andget the ability to solve some problems using python.
And also about the difficulty of learning programming in general:• The teacher was very, very understanding. She knew coding was hard to learn at first for beginners.
• It was a lot to take in for someone new to programming. […] The terminology was difficult to understand.”335

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Quantitative Analysis of Feedback
Figure 1 Correlation matrix of course feedback

Table 1 Legend for questions in questionnaire

q1
q2
q3
q4
q5
q6
q7
q8
q9
q10
q11
q12
q13
q14

Teaching: Overall organization of the course
Teaching: Making it easy for you to take notes
Teaching: The use of visual aids
Teaching: Arousing and maintaining your interest in the subject
Teaching: Encouraging you to be critical
Teaching: Allowing you to ask questions
Teaching: Encouraging you to participate actively in the class
Teaching: Speed of the course
Course content: Was the level of the course appropriate?
Learning: New facts, new concepts?
Learning: How to see the subject matter more clearly?
Learning: How to improve your own study skills?
Learning: How to think analytically, apply theoretical knowledge and do research?
Workload: Was the workload appropriate?

The final course feedback is collected both automatically via the University and independently at the end of the course
via Moodle with a more course-specific questionnaire. The questions cover teaching methods, course content, learning,
and workload. Examining the feedback holistically and reviewing correlations between specific feedback items (Figure2) indicates that what really resonates with the students is usefulness as a measure of quality. Students felt they learned
more, felt the pace was appropriate, and did better on the course when they felt that the contents of the course weredirectly useful to their studies. It is hardly surprising that those who find the course level to be appropriate also findthe pace appropriate, yet there is a low correlation between the ability to take notes and the speed of the course. The
results from the computational analysis provides straight-forward, pedagogically grounded, best-practice suggestions
for teaching large diverse student bodies such as giving clear tangible goals, enough time to process new information,
use teaching and learning tools that force students to actively participate in class assignments, use engaging visual aid.
Overall, as prior studies too have found (Sobral, 2021), students who stay enrolled, pass the course, a fact that isintertwined with the traditionally high drop-out rates of programming courses (Robins et al. 2003; Nikula, 2011).

Concluding Discussion
We suggest that interdisciplinary programming courses are best balanced by using scaffolding methods to keep
students in the zone of proximal development. In practice, this means telling the students the outline of what they aregoing to learn first to enable independent learning at the students’ own pace later, but also providing students with thetools to do their own trouble-shooting and advanced learning. Although the theory of different types of learners(kinesthetic, visual etc.) has been debunked by multiple studies (Pashler et al., 2008; Rogowsky et al., 2015), many
students find it easier to focus on text over video and vice versa at different points in their studies. It might be easier

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to listen to a video while doing something else at the same time or while on public transport, but having a website withthe same information is easier to go back to check, for example details on syntax later. Having multiple different
sources of information helps students find the information they need faster in their desired modality. On demandcontent also helps with the first point of Nikula et al. (2011) regarding “hygiene” problems as information can beaccessed at any time and learning is not restricted to a specific day of the week or time.
Although students today have had more exposure to technology, technology has become opaquer, and many students(and teachers) have little understanding of how computers let alone code works (Lyon, 2020; Croxall and Warnick,
2018; Kokensparger, 2016). This seems to persist regardless of culture and level of course (undergraduate/graduate).
A glossary and thorough explanations of new concepts and words (e.g. iteration, compile, algorithm, edge case) can be
an invaluable tool for those who struggle due to unfamiliar terms (Hiippala, 2021). Making any slides available for the
students and writing new terms on the whiteboard or similar so the students can look them up can also be very helpful,particularly when the students might not be native speakers of English. Using more lay terms might work in the interim
but is counterproductive long term since correct terminology is crucial to troubleshooting and further learning.
As we found in our case study, students who reported that the course was useful were more likely to report positive
learning outcomes, such as increased confidence in their ability to apply programming techniques and increased interestin pursuing further study in the field. By emphasizing the practical applications of Python, instructors can help students
see the concrete benefits of learning the material, which may improve their overall engagement and motivation. We
recommend varied on-demand content (course hygiene as per Nikula et al., 2011) combined with hands-on tutorial
sessions for blended learning (Öhman, 2019), with thorough explanations of new terms (Hiippala, 2021). Extrinsic
motivators are harder to change and are seldom up to individual instructors, however, as we have shown in this paper
the experience of usefulness is probably the most important intrinsic motivator for applied programming andinterdisciplinary programming courses.

References
Chaiklin, S. (2003). The zone of proximal development in Vygotsky’s analysis of learning and instruction. Vygotsky’s
educational theory in cultural context, 1(2), 39-64.
Croxall, B. and Warnick, Q. (2016). Failure. Digital Pedagogy in the Humanities: Concepts, Models, and Experiments.
Modern Languages Association.
Forte, A., and Guzdial, M. (2005). Motivation and nonmajors in computer science: identifying discrete audiences for
introductory courses. IEEE Transactions on Education, 48(2), 248-253.
Hiippala, T. (2021). Applied Language Technology: NLP for the Humanities. In proceedings of NAACL-HLT 2021, 46.
ACL Anthology.
Kokensparger, B. (2018). Guide to Programming for the Digital Humanities: Lessons for Introductory Python. Springer.
Lyon, J. A., and J. Magana, A. (2020). Computational thinking in higher education: A review of the literature. Computer
Applications in Engineering Education, 28(5), 1174-1189.
Nikula, U., Gotel, O., and Kasurinen, J. (2011). A motivation guided holistic rehabilitation of the first programmingcourse. ACM Transactions on Computing Education (TOCE), 11(4), 1-38.
Öhman, E. S. (2019). Teaching Computational Methods to Humanities Students. In Proceedings of Digital Humanities in
the Nordic Countries 2018 (pp. 479-494). CEUR-WS. org.
Pashler, H., McDaniel, M., Rohrer, D., and Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological sciencein the public interest, 9(3), 105-119.
Robins, A., Rountree, J., & Rountree, N. (2003). Learning and teaching programming: A review and discussion.
Computer science education, 13(2), 137-172.
Rogowsky, B. A., Calhoun, B. M., and Tallal, P. (2015). Matching learning style to instructional method: Effects oncomprehension. Journal of educational psychology, 107(1), 64.
Sobral, S. R. (2021). Strategies on teaching introducing to programming in higher education. In Trends and Applicationsin Information Systems and Technologies: Volume 3 9 (pp. 133-150). Springer International Publishing.
Terroso, T., & Pinto, M. (2022). Programming for Non-Programmers: An Approach Using Creative Coding in Higher
Education. In Proceedings of the Third International Computer Programming Education Conference (ICPEC 2022).
Schloss-Dagstuhl-Leibniz Zentrum für Informatik.
Vygotsky, L. (1987). Zone of proximal development. Mind in society: The development of higher psychological processes, 52-91.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of child psychology and psychiatry,
17(2), 89-100.

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Effectiveness Analysis of Peer Review, Teacher Review, and Selfreview in Production-based Class
Huazhe SHA
Hokkaido University, Japanhuazhe.sha.y9@elms.hokudai.ac.jp
Mayumi SUGIURA
Hokkaido University, Japanmsugiura@open-ed.hokudai.ac.jp
Katsusuke SHIGETA
Hokkaido University, Japanshige@iic.hokudai.ac.jp
This study investigated the impact of various review methods on improving student work in a production-based class. In theinitial phase, the focus was on peer review. Results indicated a low utilization rate of peer feedback, with only 20% of
students incorporating it into their revised work. This result highlighted the need for additional support mechanisms toenhance production quality. Subsequently, teacher review and self-review using a checklist were introduced. The effectivenessof each method was then assessed. Half of the students utilized comments from teacher reviews to refine their work. Selfreview proved highly effective, with 84% of students demonstrating improvement after engaging in this process. These findings
suggest that while peer review alone may not be sufficient to drive significant improvement in a production-based class, teacher
review and self-review can play crucial roles in fostering student growth and development.

Keywords: Peer Review, Teacher Review, Self-review, production-based Class

Introduction
Issues of peer review in production-based classes
Research in production-based classes indicates that teacher and peer reviews can effectively enhance student work (Liu& Carless, 2006). Specifically, feedback provided during peer review has been shown to improve the quality of
produced artifacts (Kuwahara, 2010). Additionally, engaging in self-review after peer review can enhance students' selfreview skills in performance tasks (Iwata & Taguchi, 2020). These studies showed the effectiveness of peer, teacher,and self-review. However, it is unclear what the characteristics of the three review methods in production-based classes
are and how students improved after introducing each review method. Therefore, this study addresses two keyquestions. First, it seeks to analyze comment trends in peer reviews within a production-based class focused on creating
web page teaching materials and to clarify the impact on improving student productions. Second, the study will
introduce teacher review and self-review using a checklist to enhance productions further and examine the impact ofeach review method on this improvement process.

Research Design
Research Subjects and Course Overview
The production-based class selected for analysis was "Digital Literacy in the Information Society," a course offered to
20 first-year students at University H. The course comprised 15 lessons held from April to August 2022. Throughout
the course, each student developed teaching materials based on a self-selected theme to foster the acquisition of digital
literacy skills essential for the information society. Upon course completion, students were asked to submit reflections
on their experiences and insights through a Google Form. For this study, the objects of analysis included the task
analysis charts (Figure 1), which students iteratively created and refined during the instructional design process, as wellas the written reflections submitted at the end of the course.

Figure 1

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Example of a task analysis chart

Creating a Task Analysis Chart
Task analysis, a method for identifying the components and relationships needed for learners to achieve their learning
goals (Suzuki, 2002), guided the creation of teaching materials in this study. We used Google Drawing as the tool for
constructing task analysis charts. As preparation for the ninth lesson, students viewed an instructional video
demonstrating how to use the tool, write learning objectives, and create task analysis charts. In the ninth lesson,
students spent 30 minutes working on their charts, and then 15 minutes each in the 11th and 15th lessons, refining
them. Students submitted their final task analysis charts after class, regardless of whether they had revised them, andthese charts were then graded as part of the overall course assessment.

Methods
Peer Review, Teacher Review, and Self-review
Peer review was conducted in the 11th lesson. Twenty-nine students were divided into nine groups, seven of threemembers and two of four. Students spent 25 minutes engaged in oral group reviews of each other's work, focusing onfour instructional design (ID) perspectives: verbal information, intellectual skills, attitudes, and other relevant factors.
Subsequently, students spent 10 minutes providing verbal feedback via a Google Form. These comments were thenshared with all students, who used them to revise their analysis charts in the 11th lesson.
The teacher review focused on the analysis charts submitted in the 11th lesson. Review comments were provided to
students before the 14th lesson using the feedback function within the Moodle assignment module.
Self-review was conducted to encourage students to reflect on creating and improving their analysis charts. A selfreview checklist, consisting of eight items based on the teacher review, was created and implemented in Google Forms.
These items included seven elements related to the chart's structure and one element addressing the content of thelearning tasks (Table 1). In the 14th lesson, students self-reviewed their analysis charts using this checklist.
Table 1.
Self-review Checklist
Item
Are all learning tasks categorized under appropriate skills (verbal information, intellectual skills, motor
skills, and attitudes)?
Are the higher-level objectives assigned to learning tasks other than verbal information, such as
intellectual skills, motor skills, and attitudes?
Are learning tasks such as intellectual skills and attitudes hanging below learning tasks for verbal
information?
Are the learning tasks behavioral goals, using appropriate verbs?
Are there no lines connecting subordinate goals that hang from different medium-level goals?
Are there a sufficient number of learning tasks based on the theme of the material?
Are the learning tasks arranged so that the learning order is from bottom to top?
Are the learning tasks clear and specific?

Comment Classification

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Category
ID
ID
ID
ID
ID
ID
ID
Content

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To analyze the trends in each review type, comments and items in peer, teacher, and self-reviews were classified into
three categories: "content," "instructional design (ID)," and "others." based on the criteria in Table 2. We performeda chi-square test on the number of peer review comments to identify significant differences. Additionally, we tabulated
the number of comments for each category and conducted a residual analysis to examine trends in the content of eachreview.
Table 2.
Categories and examples of comments
Category
Strengths
Content(themes, sources,
the volume of content)
ID/instructional design(learning objectives,
design of learning
tasks)
Others (not stating what
is good about it).
Weaknesses Content(themes, sources,
the volume of content)
ID/instructional design(learning objectives,
design of learning tasks)
Others (not stating what
the problem is).

ExampleDescribing different hypothetical situations and how to deal with them.
For filter bubbles, I thought it was good to categorize the elements indetail.
Easy to understand.
There is much information in the teaching materials, such as the types
and stages of IoT and the explanation of SOCIETY 5.0, and it would
take time to learn everything in depth, so I think it needs to be adjusted.
You could have the history of the left-hand side and the definitions
reversed.
I thought it could be more detailed.

Analysis of Analysis Chart Improvement
To understand the extent of improvement in the analysis chart after each review, we analyzed changes in the placementof learning objectives, writing style, and terminology in the charts. Improvements aligned with peer feedback werecategorized as "improvements following peer reviews," while those aligned with teacher feedback were categorized as"improvements following teacher reviews." Improvements made in areas not explicitly addressed by peers or theteacher were categorized as "improvements after self-review."

Results
Of the 29 respondents, 25 who submitted analysis charts all three times were included in the analysis.

Trends in Review Content
The number of peer review comments was 263. There were 173 comments on strengths, of which 80 were related tocontent, such as information in the teaching materials, 28 were related to ID, and 65 were related to others. There
were 90 comments on weaknesses, of which 35 were related to content, 53 to ID, and 2 to others. A chi-square teston the number of comments on the strengths and weaknesses showed a significant difference (χ2=64.83, p<.001).
Residual analysis revealed that comments on others were significantly more frequent at the 0.1% level for the strengths.
On the other hand, there were significantly fewer comments on IDs. For weaknesses, there were significantly morecomments on IDs at the 0.1% level and significantly fewer comments on others.
Teacher reviews totaled 43 comments, with 25 relating to strengths and 18 (for 13 students) to weaknesses. About
weaknesses, 17 comments addressed ID, and one addressed content.

Improvement of Analysis Charts
Students revised their analysis charts based on the feedback received. Of the 25 analyzed students, five (20%) madeimprovements after peer review, and seven (53.8%) of the 13 who received teacher feedback revised their charts
accordingly. Following self-review, 21 students (84%) improved in areas not explicitly addressed by peers or theteacher. Of these, nine improved based on self-review, four solely based on peer review, and eight based on both.
While some students adhered to the feedback provided, others modified aspects unrelated to the comments. For
instance, the student who created Figure 1 removed one learning objective and repositioned the other despite the340

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instructor's suggestion to establish them as independent medium-level objectives. It suggests that students may
interpret and apply feedback differently, sometimes deviating from the instructor's intended guidance.

Reflection on Peer Review
In reflections on the 11th lesson, where peer review occurred, 18 of the 29 students reported that peer review was"constructive," while seven found it "somewhat helpful." Student comments highlighted the benefits of peer review,
such as gaining new perspectives on their work and incorporating diverse ideas to improve and expedite the creation
process.

Discussion
In this study, we sequentially introduced peer review, teacher review, and self-review to students creating web page
teaching materials within a production-based class. We aimed to examine each review method's impact on improving
their work. Following peer review, only 20% of students revised their analysis charts, suggesting that peer review alone
may not be sufficient for effective improvement.
However, after introducing teacher review and self-review, 53.8% of students who received teacher feedback
improved, and 84% improved after self-reviewing aspects not explicitly mentioned by the teacher. This result indicatesthat teacher review and self-review may be more effective in encouraging students to refine and enhance their work.
Analyzing the content of each review revealed that peer reviews often highlighted strengths in others and areas for
improvement in instructional design (ID), while teacher reviews primarily focused on ID improvements. Interestingly,
the most significant improvements were observed after self-review, suggesting that each review method plays a distinctrole in the revision process. Furthermore, some students incorporated peer feedback into their self-review process,indicating the potential synergy of combining both review types.
However, some students made changes that deviated from the teacher review, suggesting potential misunderstandings
or independent interpretations. Individualized support tailored to students' understanding may be necessary to ensurethat teacher feedback is effectively utilized for improvement.
The most notable improvement in analysis charts occurred after self-review. One student commented that the selfreview checklist helped them identify areas for improvement, supporting the effectiveness of structured self-reflection
in facilitating learning (Terashima & Hayashi, 2006).

Conclusion and Future Issues
In this study, we examined the effect of peer review comments on the improvement of students' work. We introduced
teacher review and self-review to address the issue that students often have difficulty improving their work based solely
on peer review comments. We then evaluated each method's impact on improving their work. The results showed thatboth teacher review and self-review significantly contributed to the further enhancement of the students' productions.
However, the need to enhance students' literacy to utilize peer review comments effectively was also highlighted. In
the future, practical research on specific support measures to effectively cultivate the ability to use peer review
comments is required.

References
Iwata, T., Taguchi, M. (2020) Development of peer review activities incorporating consultation work to enhance selfreview in performance tasks. Japan Journal of Educational Technology, 43(Suppl.): 173-176. (in Japanese)
Kuwahara, C. (2010) Practice and consideration of peer review using Moodle in career education: From the viewpointof self-review. Kyoto Bunkyo Junior College Research Bulletin, 49: 107-115. (in Japanese)Liu, N. F., & Carless, D. (2006) Peer feedback: the learning element of peer assessment. Teaching in Higher education.11(3):279-290
Suzuki, K. (2002) A manual for designing teaching materials: To support self-study. Kitaohji Shobo, Kyoto. (inJapanese)
Terashima, K., & Hayashi, T. (2006) Development of problem-based learning to encourage self-review by constructing
rubrics. Kyoto University Research in Higher Education, 12: 63-71 (in Japanese)341

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Practical Exercise in Video Production
Using a Review Video Comment System
Norihiro NISHIO
Mejiro University / Graduate School of Science and Technology, Shizuoka University, Japannishio@mejiro.ac.jp
Yuta IIDA
Graduate School of Integrated Science and Technology, Shizuoka University, Japan
Kanako UEMATSU
Mejiro University, Japan
Takahiro SUGIYAMA
Graduate School of Science and Technology, Shizuoka University, Japansugi@inf.shizuoka.ac.jp
Abstract:This paper discusses the development of a video comment system and related educational materials for reviewing
the works of beginner video producers in video production exercises. With the advancement of smartphones and the spreadof video distribution platforms, individual video production has become common, and university education has also started
incorporating video production into classes and projects. However, beginners often struggle with creating content from theviewer's perspective and applying the extensive knowledge and skills required for video production. To address these challenges,
this study developed a video comment system that allows instructors and peers to provide feedback on student works. Thissystem enables learners to receive clear comments, making it easier for them to revise their works. Additionally, the educational
materials linked to the review comments help students address the feedback effectively. Practical implementation in classes at
two universities using this system demonstrated that it improved the quality of students' videos, with many students positively
evaluating the comment system and educational materials. However, further refinement of the system and materials isnecessary to enhance the clarity of comments and the understanding of educational content.

Keywords:Video Production, Beginner, Video Comment System, Educational Materials , Review

Introduction
With the advancement of smartphones, tablet PCs, and the spread of video distribution platforms, individual video
production has become common. University education has also started incorporating video production into classes
and projects.
Video is a medium that conveys messages by combining images and audio, including not only live-action footage but
also subtitles, animations, background music (BGM), sound effects (SE), and narration.
Additionally, since video is a medium with a flow of time, it is necessary to consider an order that makes it easy forviewers to receive information and messages, select the necessary information, and edit it in a way that does notcause discomfort to the viewer(Christopher, B. (2023)).
However, beginners taking video production classes face the following challenges:
1. Their works tend to prioritize their own thoughts and feelings rather than being created with the perspectiveof other viewers in mind.
2. Their understanding and utilization of the extensive knowledge and skills required for video production areoften insufficient.
Regarding point 1, beginners often include footage or interviews unrelated to the production's purpose due to theirstrong personal attachment, or they may overly condense the content through editing, making the message unclear tothe viewers. Regarding point 2, although a comprehensive range of knowledge and skills is taught in lectures, there isa lot to learn, and they often fail to apply these appropriately during the production stages.
To address these issues, this paper discusses educational practices for beginner video producers incorporating review
activities, as well as a video comment system and related teaching materials to support these practices. This study
focuses on the production of documentaries, informational programs, and interview programs among the various
genres of video.

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Review Activities
Review activities involve learners providing comments on each other's work or programs to cultivate an objective
perspective and improve their work. Support systems have been developed and practiced in document creation(Cho,K. (2007)) and art education(Nakaname, M.(2016)) to facilitate reviews(. In video production exercises, students canbenefit from reviews by having specific points of advice tailored to their works, receiving guidance on corrections,and learning necessary knowledge and skills. The authors have also incorporated reviews in the production of final
assignments in their classes.
There are two methods for conducting reviews: real-time and on-demand. The former involves watching the video
with the creator during class and commenting on the spot, making it easy to communicate feedback. However, it
requires time to watch and comment on the videos, so it can be challenging to complete within class time if there aremany works. Additionally, verbal instructions may be forgotten by the students. The latter method allows for reviews
without the constraints of class time. However, since it relies mainly on text comments, it can be difficult to identify
the specific parts being commented on. It requires matching the indicated time codes with the video to understandthe specific points being addressed.

Video Comment System
This study proposes a system for efficiently conducting reviews of video works. The system is designed to perform
reviews outside of class time and aims to provide clear review comments and their corresponding actions tobeginners.
The system interface is shown in Figure 1. This system allows instructors, TAs, and SAs to add comments to review
videos on the web. The system consists of a video viewer, comment input section, comment history section, andmemo input section.
Figure 1
Interface of the Video Comment System

During the review, the registered video is played, and the reviewer pauses at the point they want to comment on andenters their review comment in the comment field. When entering comments, the reviewer selects a category such as"technical," "content," "software usage," or "other." After entering the comment, pressing the submit button records
the time code, category, and comment, which are then displayed in a list in the comment history section. For
recording comments, the system uses an API (Stein) that allows Google Spreadsheet to be used as a database.
After the review, students can view the registered review comments in the system. By clicking on the time code ofeach comment, they can jump to the corresponding point in the video and play it, making it easy to understandwhich part the comment refers to.

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Development of Teaching Materials
To clearly convey to students how to address comments registered in the review system, we develop educational
materials designed for this purpose. These educational materials are intended to be used in conjunction with thereview system.
These materials compile knowledge and know-how into rules, each focusing on making the content structure of thevideo clearer or effectively editing visual materials. Additionally, we develop instructional materials that convert
points to be checked during shooting and editing into a checklist format.
Each content item is designed to fit on a single page, allowing it to be linked from the comment section of thereview system so that students can directly access the relevant material from the comments.

Class Practice Using the System
We conducted a video production class using the developed system. This practice was implemented in the final
project of video production exercises offered at two universities where the authors are affiliated, using the review
system and educational materials.
In each of these exercises, during the latter half of the course period, each individual or group produces one work. In
the final class, a video screening event is held to showcase the produced works. In this course, before the final
submission, students submitted a review video, and reviews were conducted using the review system.
In each exercise, University A had each individual (21 students) produce a video. University B had 16 students
divided into 7 groups to produce videos. The total number of comments given during the practice and the status of
their revisions are shown below. The reviews were conducted by one or two instructors and one TA/SA.
After the practice was completed, a survey regarding the use of the review system and educational materials was
conducted among the students. Out of 37 students, 36 responded. The following are the results of the survey.

Table 1
Summary of Reviews and Revision Status

Technical
Content
Software usage
Other

Total
168
170
27
8

Revised
91
100
19
6

Partially revised
31
34
5
2

Not revised
22
34
2
0

Difficult to address
24
2
1
0

Table 1 shows the breakdown of reviews and the status of revisions. A total of 417 review comments were registeredin the system. Of these, 373 were comments suggesting revisions. Approximately 70% to 90% of these comments
were revised or partially revised by the final screening session. About 10% to 20% were not revised. Additionally,some comments were difficult to address at the editing stage. Specifically, comments such as "The video is hard towatch due to excessive camera shake" and "It would be better to add this content" required reshooting or additional
interviews, making them challenging to revise.
Table 2
Did the work convey the intended message?
Response
Agree
Somewhat agree
NeutralSomewhat disagree

Responses
427
1
4

According to Table 2, more than 80% of the students (31 out of 36) rated the message clarity of their own work
positively. One student responded with "neutral," and four students responded with "somewhat disagree."344

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From the open-ended responses, students who gave positive feedback stated that "we were able to express themessage we wanted to convey through the video" and "we received positive feedback from other students during thescreening event." On the other hand, students who gave negative feedback mentioned, "we were not able toeffectively select the necessary information" and "we included too many interviews." It is considered that thesestudents needed more advice on trimming information during the review process.
In response to the question "How much did you refer to the comments from the review system?", all students
answered either "very much" or "somewhat." Additionally, in response to the question "Did you refer to theeducational materials when making revisions?", more than 90% (34 out of 37) of the students answered "very much"or "somewhat." There was one response each for "neutral" and "not much."
When asked about the positive aspects and areas for improvement of the comment system, respondents highlighted
the clarity of the review comments, such as "there were specific points," and the ease of understanding how to makecorrections, such as "the links to the educational materials made it easy to understand how to make corrections." On
the other hand, there were comments such as "I followed the advice and made revisions, but it didn't seem to makemuch difference" and "I would like to have prioritized tasks to complete within the given time."
Regarding the educational materials, students noted that "the materials were easy to understand because they weredivided by theme," "the explanations were easy to understand because they included images of real examples," and"the explanations of volume adjustment were clear." There was also feedback stating, "I was able to concretely
understand what I had vaguely understood during the class." On the other hand, there were criticisms such as "dueto software updates, some methods explained in the materials differed from the actual operations" and "there weremany items, so it was difficult to know which ones were important for me."

Discussion
The review activities using the review system and educational materials in this practice are considered to havecontributed to the improvement of the quality of the students' works. By combining review comments witheducational materials, students were able to understand the knowledge and know-how of video production. On theother hand, there were suggestions to make the contents explained in the materials easier to view in a list format or
to make related content more accessible. Additionally, there were opinions that more detailed methods foraddressing the comments should be provided, indicating a need for further refinement of the content explained in
the materials.
Some students self-evaluated that they could not effectively select necessary information or included too many
interviews. For these students, it is necessary to consider how to improve the way comments are given and to add
more content to the educational materials.
Further analysis is needed on how works changed before and after the review, and how students' abilities evolved
through reviews and teaching materials. Improvements to the review system interface and efficiency of commenting
are being considered.

Conclusion
This paper discussed the development of a video comment system and related educational materials to support
beginner video producers. Implementation in classes at two universities resulted in improved quality of student
videos, with many students giving positive evaluations of the system and materials. However, it was found thatfurther refinement is needed to enhance the clarity of comments and educational content.

Acknowledgements
This work was supported by JSPS KAKENHI Grant Number 19K14326.

References
Cho, K., C, D, Schunn.,(2007). Scaffolded writing and rewriting in the discipline: A web-based reciprocal peer review
system. Computers & Education, 48(3), April 2007, pp.409--426.
Namatame, M., Nagamori, Y., Nishioka Y. (2016). Peer Review System for Drawing(In Japanese). Annual Design Review
of Japanese Society for the Science of Design, 21(1)pp.54--57.
Christopher, B. (2023). Grammar of the Shot (5th ed.). Routledge.
Christopher, B. (2023). Grammar of the Edit (5th ed.). Routledge.

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A study of the impact of programming games on programming
learning based reflective scaffolding
CaiYiNing
Wenzhou University, China
Caiyining2022@163.com
Abstract: Research over the past several years has shown that students using programming games to learn aboutprogramming improves students' academic performance to a certain extent. However, due to the entertainment ofprogramming games and their pedagogical nature, it is difficult to reach a balance, and students lack the ability to summarize
and reflect on their knowledge, which leads to the proposal of programming games based on reflective scaffolding. Meanwhile,using various metacognitive and metacognitive strategies to monitor and adjust their learning process is also an important
process for students' learning. However, there are fewer studies exploring the impact of metacognitive models on students'
programming performance in programming gamification contexts. Therefore, this study explores the research on the effects ofprogramming games and metacognitive patterns on students' programming performance, mind stream experience, andmetacognitive activity characteristics under reflective scaffolding based. The purpose of this study is to provide educators withguidance on how to utilize programming games to influence elementary school students' programming performance,to improvethe efficiency of students' learning using programming games,and to provide a scientific basis and new ideas for the
implementation of programming education for elementary school students.

Keywords: programming game； metacognition； program； reflective scaffolding

Research Design & Methods

A total of 124 sixth-grade students from an elementary school in China were recruited to take a three-month coursein python, and they were divided into two groups in this study, the control group (without scaffolding) and theexperimental group (with scaffolding).
This study proposes to use classroom-based instruction and programming games in context, where teachers form
reflective scaffolding in the classroom by creating a reflective task on a pre-class pre-study sheet; creating a context inthe classroom with guiding questions; and creating an e-portfolio at the end of the class, respectively. Students wereguided to plan, regulate, and reflect on the learning process. The e-portfolio bag is saved in a timely manner using thescreenshot function that comes with the computer, and needs to include code errors encountered, solutions, codeknowledge points, etc., and summarized in the form of word to be submitted on time for the teacher's corrections.
Research question: is programming game learning with reflective scaffolding conducive to elementary school students'
programming learning compared to unscaffolded programming game learning?

Results

The pre-test scores of the control and experimental groups were tested by independent samples t-test with pre-test
significance p=0.446>0.05 (Table 1), pre-test was not significant and there was no significant difference between thetwo groups. The posttest was tested by non-parametric test, posttest significance p=0.030<0.05 (Table 3), there was asignificant difference and the experimental group was better than the control group. Compared with the control
group(Mean=53.28, SD=25.522),the experimental group (Mean=62.98, SD=20.173)achieved better grades(Table2).
The results show that programming game learning with reflective scaffolding facilitates students' learning of
programming compared to programming game learning without reflective scaffolding.

Table 1

Independent Samples Test
Levene's Test for
Equality of
Variancest-test for Equality of Means

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F
grad Equal varianceseassumed

Sig.

.020

.888

Equal variances
not assumed

Sig. (2tailed)

Mean
Std. Error
Differenc Differencee

95% ConfidenceInterval of the
Difference

t

df

Lower

-.765

118

.446

-1.662

2.173-5.9652.642-.767 114.90
0.445-1.662

2.166-5.952

2.629

Table 2

grade

group
AVD
CTRL

N
62
58

Group Statistics
Mean
Std. Deviation
62.98
20.17353.28
25.522

Std. Error Mean
2.562
3.351

Table 3

Test Statistics
Mann-Whitney U
Wilcoxon W
Z
Asymp. Sig. (2-tailed)

grade1385.000
3096.000-2.174.030

Conclusion

Past research has shown that programming gamified learning is much better than non-gamified learning students interms of academic performance (Tasadduq et al., 2021). However, students tend to get addicted to the game mechanics
while playing programming games and neglect to summarize and reflect on their programming knowledge. Therefore,
providing reflective scaffolding while playing programming games compensates for this shortcoming, and this study
found through analysis that learning programming games with reflective scaffolding exerted a positive influence on
students' learning of programming and facilitated their learning of programming. It provides scientific basis and new
ideas for the implementation of programming education for primary school students.

References

Tasadduq, M., Khan, M. S., Nawab, R. M. A., Jamal, M. H., & Chaudhry, M. T. (2021). Exploring the effects ofgamification on students with rote learning background while learning computer programming. Computer
Applications in Engineering Education, 29(6), 1871–1891.
Kyza, E. A., Constantinou, C. P., & Spanoudis, G. (2011). Sixth Graders’ Co-construction of Explanations of aDisturbance in an Ecosystem: Exploring relationships between grouping, reflective scaffolding, and evidencebased explanations. International Journal of Science Education, 33(18), 2489–2525.
Tikva, C., & Tambouris, E. (2023). The effect of scaffolding programming games and attitudes towards programmingon the development of Computational Thinking. Education and Information Technologies, 28(6), 6845–6867.

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Research on the application and effect of reflection promotion
mechanism based on double loop learning theory in digital story creation
supported by generative artificial intelligence
Yihui Wang
Wenzhou University , China
wyh03220217@163.com
Biying Ye
Wenzhou University, Chna1460563383@qq.com

Abstract

In recent years, many new digital tools have been applied to digital stories, but there are problems such as
insufficient training of teachers and students, difficulties in integrating tools, and declining student motivation. AI
tools enable students to quickly generate the multimodal footage needed for digital stories. However, the teacher'ssuggestion and guidance are indispensable in GAI creation. Double-loop learning theory emphasizes deep reflection
and adjustment in the learning process, which is especially important for students who use GAI for creative writing.
Therefore, this study proposes a reflective promotion mechanism based on double-loop learning theory to support
GAI in digital story creation. To evaluate its effectiveness, the study employed a quasi-experimental design, recruiting
76 sixth-grade students, with the experimental class using the reflective promotion mechanism based GAI Supported
Digital Stories (RTP-GAIDST) method and the control class using the traditional GAI Supported Digital Stories(C-GAIDST) method. The results show that the RTP-GAIDST teaching method can effectively promote students'
AI literacy, learning motivation, problem solving ability, critical thinking and creativity. Therefore, the results of thisstudy have implications for the application of digital stories and GAI in education.
Keywords: GAI, digital story creation, two-loop learning, reflective facilitation mechanisms, creativity

Research Design & Methods
2.1 Participants

The study voluntarily recruited 76 students (ages 11-13) from two Grade 6 classes. Both classes are taught by thesame experienced and well-trained teacher.

2.2 Methodology

Measurement tools for this study included AI literacy, learning motivation, problem solving, critical thinking andcreativity questionnaires, Digital Story Creation (DST) assessment scales, and interviews.

2.2.1 AI literacy

This study refers to the AI literacy questionnaire developed and validated by Davy Tsz Kit Ng et al. (2024), which
covers four dimensions of emotion, behavior, cognition, and ethics. The score for each dimension ranges from 1 to
5 points.

2.2.2 learning motivation

The learning motivation questionnaire, developed by Wang and Chen (2010), covers both intrinsic motivation andextrinsic motivation and includes six items in total. The questionnaire used a 5-point Likert scale.

2.2.3 Problem solving and creative thinking

The questionnaires of problem solving tendency and creative thinking tendency refer to Lai and Hwang (2014),
which respectively contain six items and adopt 5-point Likert scale.

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2.2.4 critical thinking

The questionnaire was adapted by Lin, Hwang, and Hsu (2019) based on the scale proposed by Chai et al. (2015)
and consisted of six items.The questionnaire used a 5-point Likert scale.

2.2.5 Digital Story Creation (DST) project evaluation Scale

Reference Via's (2002) assessment criteria for digital story content and technical quality, adapted from Hwang et al. 's(2018) ebook project's assessment scale with six dimensions (structure, accuracy, completeness, appearance,
innovation, and interactivity). The score for each dimension ranges from 1 to 5 points.

2.2.6 Interview

The interview outline in this study refers to the studies of (Lin et al. (2021) and Hwang et al.(2009). It contains threequestions, aiming to discuss the advantages and disadvantages of GAI tools for digital story creation and the learning
effect of the reflection promotion mechanism method from the perspective of students. The interview results
provide additional information for interpreting the findings of this study and can be used as a reference for
improving digital story creation in the future.

2.3 Experimental Design

A class of 38 students were assigned to the experimental group using the RTP-GAIDST method; Another class of
38 students were assigned to the control group using the C-GAIDST method. They are required to learn GAI tools
and digital storytelling, and complete AI literacy, learning motivation, problem solving, critical thinking, and creativity
pre-tests. After the equipment operation instruction, the students engaged in two weeks of digital story creation
activities. After the intervention, the digital works were presented in video form, and the students' works were scoredby experts according to the criteria. Students took a post-test and completed questionnaires on AI literacy, learning
motivation, problem solving, critical thinking, and creativity. In addition, eight students from each group were invited
to conduct interviews.

References

Chai, C. S., Deng, F., Tsai, P.-S., Koh, J. H. L., & Tsai, C.-C. (2015). Assessing multidimensional students’ perceptionsof twenty-first-century learning practices. Asia Pacific Education Review, 16(3), 389–398.
https://doi.org/10.1007/s12564-015-9379-4
Hwang, G.-J., Yang, T.-C., Tsai, C.-C., & Yang, S. J. H. (2009). A context-aware ubiquitous learning environment for
conducting
complexscienceexperiments.
Computers&
Education,
53(2),
402–413.
https://doi.org/10.1016/j.compedu.2009.02.016
Hwang, G. J., Tu, N. T., & Wang, X. M. (2018). Creating interactive e-books through learning by design: The impactsof guided peer-feedback on students’ learning achievements and project outcomes in science courses.
Journal of Educational Technology & Society, 21(1), 25-36.
Lai, C.-L., & Hwang, G.-J. (2014). Effects of Mobile Learning Participation Time on High School Students’ 21stCentury Core Competences. 2014 International Conference of Educational Innovation through Technology, 205–211.
https://doi.org/10.1109/EITT.2014.40
Lin, H.-C., Hwang, G.-J., Chang, S.-C., & Hsu, Y.-D. (2021). Facilitating critical thinking in decision making-based
professional training: An online interactive peer-review approach in a flipped learning context. Computers &Education, 173, 104266. https://doi.org/10.1016/j.compedu.2021.104266
Lin, H.-C., Hwang, G.-J., & Hsu, Y.-D. (2019). Effects of ASQ-based flipped learning on nurse practitioner learners’
nursing skills, learning achievement and learning perceptions. Computers & Education, 139, 207–221.
https://doi.org/10.1016/j.compedu.2019.05.014
Ng, D. T. K., Wu, W., Leung, J. K. L., Chiu, T. K. F., & Chu, S. K. W. (2024). Design and validation of the AI literacy
questionnaire: The affective, behavioural, cognitive and ethical approach. British Journal of Educational
Technology, 55(3), 1082–1104. https://doi.org/10.1111/bjet.13411
Via, S. (2002). http://teachnology.pbworks.com/f/rubric.pdf
Wang, L., & Chen, M. (2010). The effects of game strategy and preference-matching on flow experience andprogramming performance in game-based learning. Innovations in Education and Teaching International, 47(1),39–52. https://doi.org/10.1080/14703290903525838

350

Beyond Play: Harnessing Game Design Activity to Boost AI
Literacy and Computational Skills in Education
Cheolil Lim
Seoul National University, Republic of Korea
chlim@snu.ac.kr
Jiyoon Chae
Seoul National University, Republic of Korea
sephy13@snu.ac.kr

Abstract
This study develops an instructional model and strategies for AI-integrated education using game design
activities in school settings. Despite increasing AI education in schools, research on leveraging game design for AI
learning is limited. This research presents a framework where learners create and share games to enhance AI
understanding through hands-on experience. Using a design-based research methodology, the model was validated
through literature review, expert feedback, and empirical exploration. The model consists of four stages: 'Preparation,''AI-Integrated Game Design,' 'Reflection,' and 'Learning Environment Setup,' supported by 62 instructional strategies.
Implementation with 13 middle school students showed significant improvements in AI literacy and computational
thinking skills. The results demonstrate the model's effectiveness in enhancing AI literacy and computational skills,
offering a structured approach to incorporating game design into AI education.
Keywords: AI in EDucation(AIED), AI-integrated Education, Game-based Learning, Game Designorder)

References
Baek, Y. (2006). Understanding and application of game-based learning. Paju: Education and Science.
Brennan, K., & Resnick, M. (2012). New frameworks for studying and assessing the development ofcomputational thinking. In Proceedings of the 2012 annual meeting of the American Educational Research Association,
Vancouver, Canada (Vol. 1, p. 25).
Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model.
Simulation & Gaming, 33(4), 441-467.
Harel, I., & Papert, S. (1991). Constructionism. Ablex Publishing.
Jeon, Y. (2017). Creative problem-solving skills. Journal of Creativity in Education, 5(2), 123-135.
Jung, I., Kim, M., & Lee, W. (2022). Computational thinking in education: A comprehensive literature review.
Journal of Educational Technology Development and Exchange, 15(2), 101-120.
Kafai, Y. B., & Burke, Q. (2015). Constructionist gaming: Understanding the benefits of making games forlearning. Educational Psychologist, 50(4), 313-334.
Kim, H., Lee, J., & Choi, Y. (2021). AI-integrated education: Framework and implementation strategies. Journalof Educational Innovation, 20(1), 45-67.
Kim, H., Park, S., & Lee, J. (2023). Attitudes towards AI: Development and validation of a measurement scale.
AI in Education Journal, 28(1), 99-117.
Moreno-Ger, P., Burgos, D., Martínez-Ortiz, I., Sierra, J. L., & Fernández-Manjón, B. (2008). Educational gamedesign for online education. Computers in Human Behavior, 24(6), 2530-2540.
Ng, D. T. K., Lee, M., Tan, R. J. Y., Hu, X., Downie, J. S., & Chu, S. K. W. (2023). A review of AI teaching andlearning from 2000 to 2020. Education and Information Technologies, 28(7), 8445-8501.

351

Park, G. (2012). Creative output in game design: Integrating rules, rewards, and challenges. Journal of Game-Based
Learning, 10(3), 215-228.
Prensky, M. (2007). Digital game-based learning. Paragon House.
Richey, R. C., & Klein, J. D. (2012). Design and Development Research: Methods, Strategies, and Issues. Routledge.
Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study ofthe effects of specific game design elements on psychological need satisfaction. Computers in Human
Behavior, 69, 371–380.
Shin, J., & Cho, M. (2021). Activity-based AI convergence education program for elementary school students.
Journal of The Korean Association of Information Education, 25(3), 437-448.
Zammit, S. A., & Scardamalia, M. (2021). Game-based learning for understanding AI principles. Educational
Technology Research and Development, 69(5), 123-145.

352

Investigating the Relationship Between Gamification, Personality
Traits, and Goal Attainment in Online Postsecondary Settings
Jewel Mahoe
The University of Hawaiʻi at Mānoa, United States of America
jewelkm@hawaii.edu
Seungoh Paek
The University of Hawaiʻi at Mānoa, United States of America
spaek@hawaii.edu

Abstract
Though gamification has been found to improve motivation and achievement (Alsawaier, 2018), it is importantto recognize that no intervention influences all learners equally. The need to identify the relationship between learners’
personality traits/learning styles and success using gamification has been studied (Buckley & Doyle, 2017), but therelationships between gamification, personality traits, and goal-setting are uncommon within the literature. The
objective of this study is to identify the relationships between learners’ personality traits, perceived goal attainment,
and their perception of badges and leaderboards to explore the effects of these critical influences on higher education
online learning. This study’s framework is formed around Self Determination Theory (Deci & Ryan, 1985), The Big
Five model of personality (Costa & McCrae, 1992), and Goal-Setting Theory (Latham & Locke, 1991) and addresses
three critical research questions, RQ1: What relationship exists (if any) between learners’ personality traits and theirperception of goal attainment using badging and leaderboards? RQ2: What relationship exists (if any) between learners’
personality traits and their perception of badging and leaderboards? and RQ3: What relationship exists (if any) between
learners’ perceived goal attainment and their perceptions of badges and leaderboards?
Accordingly, this study collected data from eighty-nine (n= 89) students through surveys in a higher education
online setting. In the initial survey, participants selected a course goal from 12 goal options (Elliot & McGregor, 2001)
and completed the Big Five personality test (Johnson, 2014; Rubynor, 2022). Students participated in the course, which
implemented the Canvas Badges program for one semester. Participants then completed a post-survey to indicate theirperception of the extent to which their goal was achieved on a five-point Likert scale and completed the formative
course perception survey (Kwon & Özpolat, 2020). Variables in this study included perceived goal attainment andperceptions of gamification elements (badges and leaderboards) and five personality traits: extraversion, neuroticism,
conscientiousness, agreeableness, and openness. Analysis was conducted using Statistical Package for Social Sciences(SPSS). The results showed some significance between the variables goal attainment and conscientiousness, whichsuggest practical implications for instructional design. These results contribute to the scarce literature that ties all threecomponents (gamification, personality traits, and goal-setting) together. Conclusions drawn from this study may
influence future research on instructional design of gamification elements within a course.
Keywords: gamification, goal achievement, online, personality traits, postsecondary353

References
Alsawaier, R. S. (2018). The effect of gamification on motivation and engagement. The International Journal of Informationand Learning Technology; Bingley, 35(1), 56–79.
Buckley, P., & Doyle, E. (2017). Individualising gamification: An investigation of the impact of learning styles andpersonality traits on the efficacy of gamification using a prediction market. Computers & Education, 106, 43–55.
Costa, P. T., & McCrae, R. R. (1992) NEO personality inventory-revised (NEO-PI-R) and NEO five-factor inventory(NEO-FFI) professional manual. Psychological Assessment Resources, Odessa, FL.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY:
Plenum.
Elliot, A. J., & McGregor, H. A. (2001). A 2 X 2 achievement goal framework. Journal of personality and social
psychology, 80(3), 501–519. https://doi.org/10.1037/0022-3514.80.3.501
Johnson, J. A. (2014). Measuring thirty facets of the Five Factor Model with a 120-item public domain inventory:
Development of the IPIP-NEO-120. Journal of Research in Personality, 51, 78-89.
Kwon, H. Y., & Özpolat, K. (2020). The dark side of narrow gamification: Negative impact of assessment gamification
on student perceptions and content knowledge. INFORMS Transactions on Education, 21(2), 67–81.
https://doi.org/10.1287/ited.2019.0227
Latham, G. P., & Locke, E. A. (1991). Self-regulation through goal setting. Organizational Behavior and Human
Decision Processes, 50(2), 212–247. https://doi.org/10.1016/0749-5978(91)90021-K
Rubynor. (2022). Big Five Personality Test. https://bigfive-test.com/

354

Employing Artistic Methods to Help Students Create Research Questions:
A Case Study of Inquiry-Based Learning in a Japanese High School
Kyoko Hazama
Meiji University, Japan
cu243001@meiji.ac.jp
Makiko Kishi
Meiji University, Japanm_kishi@meiji.ac.jp

Abstract

Globalization and technological innovation have caused vast and drastic changes in society. Thisphenomenon is called VUCA, which stands for Volatility, Uncertainty, Complexity, and Ambiguity. Thesetransformations have made it challenging to analyze the situation and anticipate the future. Adapting to an
unpredictable and complicated future requires students to "learn to navigate by themselves throughunfamiliar contexts and find their direction in a meaningful and responsible way” (OECD, 2019, p.2). In
response to this need, inquiry-based learning has drawn attention to equip students with skills to create newvalue in the changing world.
Revising the Upper Secondary School Curriculum Guideline introduced IBL into Japanese highschools. The guidelines outline the inquiry process as four steps: formulating questions, investigating,analyzing, and presenting opinions. However, the teaching method and curriculum are still being discussed
because teachers have yet to experience inquiry- based leaning while they were in school nor been trained
to guide it. Therefore, they find encouraging students to formulate research questions challenging. Inaki etal. (2023) examined teachers' difficulties guiding inquiry-based learning. They found that teachers consider
question formulation the most difficult of the four steps of the inquiry process. Students also needed help
with formulating questions. Mizutani and Terada (2023) investigated what made it challenging for students
to formulate questions. Their research showed that the students could not formulate questions because they
did not think that the research topic was relevant to them and was intriguing.
To address these problems, the authors developed an educational program of inquiry-based learningthat leverages the features of arts-based research (ABR). In the conference presentation, the authors will
discuss the ABR practice of formulating questions in inquiry-based learning of the 1st grade at X HighSchool in Osaka, Japan. We analyzed students' reflections to elucidate their understanding of the process ofquestion formulation. We also examined teachers’ reflections to determine how this ABR method canenhance their guidance of students' inquiry-based learning. Additionally, as this study is positioned within
the practice of arts-based research in high schools, the authors will discuss the potential and challenges
associated with implementing arts-based research in high school inquiry-based learning settings.

Keywords

Keywords: Inquiry-based learning, Arts-based research, ABR, High school

References

Inaki, K., Taizan, Y., Hisakawa, K., & Sato, K. (2023). Teachers' Perception of Guidance on "Task Setting" in InquiryBased Learning Based on Instructional Frequency. Research report of JET Conferences, 1, 141-144
Ministry of Education, Culture, Sports, Science and Technology. (2018). Upper Secondary School Curriculum Guideline(2018). https://www.mext.go.jp/content/20230120-mxt_kyoiku02-100002604_03.pdf
Mizutani, N., & Terada, M. (2023). A study of the difficulties students experience when setting up tasks in the 'Period
for Inquiry-Based Cross-Disciplinary Study'. Focus on ' the perspectives. Proceedings of the Annual Meeting of
the Japan Society for Science Education, 47, 279-280.
Organisation for Economic Co-operation and Development. (2019). Learning Compass 2030 concept note.
https://www.oecd.org/education/2030-project/teaching-and-learning/learning/learning-compass-2030/

355

Developing and Evaluating a Learning Modelfor Improving Graphical Representation Ability
Kohei WATANABE
Department of Mathematics and Science Education, Graduate School of Science, Tokyo University of Science, Japan
1723523@ed.tus.ac.jp
Koki TAMAKI
Department of Mathematics and Science Education, Graduate School of Science, Tokyo University of Science, Japan
1721702@ed.tus.ac.jp
Yuki WATANABE
Department of Mathematics and Science Education, Graduate School of Science, Tokyo University of Science, Japan
wat@rs.tus.ac.jp

Abstract
Think Talk Write is a learning model for developing mathematical representation ability. However, it has beensuggested that TTW may not be effective for students who lack knowledge of graphical representation. We developed
a learning model for the development of graphical representation ability.
Keywords: graphical representation, graphical representation ability, Think-Talk-Write (TTW)Introduction
In K-12, one of the goals is to cultivate to select, apply, and transform mathematical representations to solve
problems (National Council of Teachers of Mathematics, 2000). Student’s mathematical representations fall into threeforms of representation: symbolic, linguistic, and graphical (Nasrun et al., 2023). The ability to translate identified
properties and relationships in mathematical problems into three representations is termed abilities in symbolic,linguistic, and graphical representation (Hwang et al., 2007). However, Nishinaka (2023) noted that secondary school
students face challenges when using symbolic, linguistic, and graphical representations to answer descriptive problems.
Above all, there needs to be more improvement in the three types of mathematical representation ability during
problem-solving.
The Think-Talk-Write (TTW) developed by Huinker and Laughlin (1996) is listed as a learning model to improvethese representation abilities. TTW involves an individual reading and contemplating a problem (Think), discussing
the thought process within their group (Talk), and finally, writing down the organized solution individually using
diagrams and graphs (Write). Ansari et al. (2018) suggested that TTW develops symbolic and linguistic representation
abilities, but the lack of knowledge about graphical representation prevents the creation of appropriate diagrams,
leading to inadequate improvement of graphical representation ability.
Regarding the development of graphical representation ability, Ayabe et al. (2022) stated that instructions on thefeatures and functions of diagrams, the types of problems in which diagrams are beneficial, and the reasons forconstructing diagrams are efficacious. On another note, Ott (2020) mentioned that sharing students’ graphicalrepresentations, identifying similarities and differences, and scrutinizing them with others can improve their graphicalrepresentation abilities. Thus, improving graphical representation ability requires instructions and scrutinizing related
to it. the purpose of this study is to develop and evaluate a new learning model for improving graphical representation
ability that integrates instructions and scrutinizing related to graphical representation into TTW.

Research Design & Methods

356

In MTTW, students receive instruction on graphical representation (Instruct) and then engage in activities likethose in TTW. During the Instruct phase, students receive guidance on the characteristics of diagrams (line diagrams,
tables, graphs, and like), the problems for which these diagrams are efficacious, and how to construct these diagrams.
At this stage, students acquire knowledge of graphical representations. Students also engage in activities to examinegraphical representations during the Talk phase of TTW. Specifically, students discuss and summarize with otherstudents the similarities, differences, good points, bad points, and reasons why they created such a graphicalrepresentation of the answers they produced in the Think phase.
We conducted a lesson based on MTTW for junior high school students in the “Use of Linear Equations” unit.
Table 1 shows the concrete flow of the lesson.
Table 1
The concrete flow of the lesson
Stage

Flow of Lesson

Instruct

Receive guidance on the characteristics, utility, and assembly methods of tables and line diagrams,
and work on problems at the textbook level.

Think

Individually tackle complex problems related to the use of linear equations and describe the answers
using mathematical representations.

Talk

Form groups, discuss the similarities, differences, and points for improvement in the mathematicalrepresentations used in each member’s written answers, and summarize.

Write

Re-engage individually with the problem tackled in Think and describe the answers using
mathematical representations.

References
Ansari, B. I., & Sulastri, R. (2018). Improving mathematical representation ability in solving word problems throughthe use of cognitive strategies: orientation, organization, and elaboration. In Journal of Physics: Conference Series,1028(1). https://doi.org/10.1088/1742-6596/1028/1/012144
Ayabe, H., Manalo, E., & Vries, E. D. (2022). Problem-appropriate diagram instruction for improving mathematicalword problem solving. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.992625
Huinker, D. & Laughlin, C. (1996). Talk Your Way into Writing. In P. C. Elliott, and M. J. Kenney (Eds.) 1996 Yearbook.
Communication in Mathematics, K-12 and Beyond. National Council of Teachers of Mathematics.
Hwang, W. Y., Chen, N. S., Dung, J. J., & Yang, Y. L. (2007). Multiple representation skills and creativity effects onmathematical problem solving using a multimedia whiteboard system. Journal of Educational Technology & Society,10(2). https://www.jstor.org/stable/jeductechsoci.10.2.191
Nasrun, Prahmana, R. C. I., & Akib, I. (2023). The Students’ Representative Processes in Solving Mathematical Word
Problems. Knowledge, 3(1). https://doi.org/10.3390/knowledge3010006
Nishinaka (2023). A Study on the Development of Representation Skills Required in Junior High School Mathematics.
The Research Journal of the Teacher Education Department Kindai University, 34(2). (in Japanese)
National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. National Council of
Teachers of Mathematics.
Ott, B. (2020). Learner-generated graphic representations for word problems: an intervention and evaluation study ingrade 3. Educational Studies in Mathematics, 105(1). https://doi.org/10.1007/s10649-020-09978-9357

“Regarding the practice of linked improvisation in which musicelements are shared mutually, and the communication possibilities
between performers as a result”
Satoshi Fukushima
Institute of Advanced Media Arts and Sciences, Japan (Garamond, 10pt)
shimaf@shimaf.com (Garamond, 10pt)

Abstract
In the past, a musical performance consisted of one player producing a sound using a single instrument at hisor her own will. In a collective improvisational setting, each performer is fully responsible for the sound of the
instrument he or she is playing. However, since the late 1980s, with the spread of personal computers, attempts haveemerged to explore new possibilities for expression by connecting computers with each other via networks.
Furthermore, nowadays where it is easier to handle digital acoustic processing in real time, there are many
opportunities to confront digital acoustics in an improvisational manner. In such situations, it becomes possible tocreate a new kind of performance in which multiple players share musical elements with each other whilst theiractions are connected to guide the final sound.
The purpose of this research is to introduce the practice of interconnected performance forms in which
multiple people share roles in producing sound, and to portray the uniqueness of the communication between them.
The structure of this presentation is as follows.
1. First, we will refer to the activities of The Hub, a pioneer of network music seen in the late 1980s.
Next, we will introduce a composition method that utilizes real-time sound processing that the authors have beenusing since the early 2000s, and the activities of Mimiz, who endeavors in the creation of original connected
improvisation works.
2. We will introduce specific technical examples of Mimiz's improvisations and raise awareness of theissues between the parties involved during the performance. Of the three members, two are responsible for thesound elements of the music, each using analog processing. The remaining member takes those analog sounds andadds digital acoustic processing in real time to modulate the final sound. Through this asymmetrical relationship, themembers seek better acoustic results.
3. Finally, what can be seen in these mutually interconnected relationships is a level of consideration thatdiffers from the norm during a performance, and value placed on communication that is cultivated amid
relationships that "cannot be completed solely by the intentions of an individual."
Keywords: linked improvisation, network session, improvisation, real-time audio proccessing

358

References
Fukushima,S.,Miwa,M.(2022) Attempting a New Form of Creation with Others:As a development from “an objectof metamorphose” Japanese Society for Sonic Arts (JSSA) Publication Vol.14 No.1 30-37
https://data.jssa.info/paper/2022v14n01/7.Fukushima.pdf
Fukushima,S.,Miwa,M.(2022) An example of live electronic works as extended chamber music - "patrinia yellow" fora clarinet and computer('13) - Japanese Society for Sonic Arts (JSSA) Publication Vol.13 No.3 18-25
https://data.jssa.info/paper/2021v13n03/4.Fukushima.pdf
Fukushima,S.,Miwa,M.(2021) The Crossing of Consciousness between Self and Other From the examination of 《anobject of metamorphose》 (2009-) Japanese Society for Sonic Arts (JSSA) Publication Vol.13 No.2 39-46
https://data.jssa.info/paper/2021v13n02/6.Fukushima.pdf
Gresham-Lancaster, Scot. (September 1998) The Aesthetics and History of the Hub: The Effects of Changing
Technology on Network Computer music Leonardo Music Journal. 8: 39–44.
NICK C., ALEX M., JULIAN R., ADRIAN W. (December 2003) Live coding in laptop performance Organised
Sound , Volume 8 , Issue 3 , pp. 323

359

Development of XR-based content in Art education
Huiryeong Kang
Chonnam National University, South Korea
kangh2r4@jnu.ac.kr
Yura Jeong
Chonnam National University, South Korea
chappssal@nate.com
Seonyul Lee
Chonnam National University, South Korea
moonldy03@gmail.com
Jeeheon Ryu
Chonnam National University, South Korea
jeeheon@jnu.ac.kr

Abstract
Integrating arts into STEM education to form STEAM aims to develop creative and integrative thinking(Yakman, 2008). Arts courses using 3D or VR systems significantly enhance student interest and achievementcompared to traditional media (Henriksen, 2014). Embodied cognition theory supports learning through direct sensory
and motor experiences (Wilson, 2002).
This study uses the Design and Development Research (DDR) methodology to create XR-based art education
content aimed at enhancing creativity and technical skills. The design process was iterative, ensuring continuous
improvement (Richey & Klein, 2007). The instructional design incorporated selected elements of Gagné’s Nine Eventsof Instruction, specifically focusing on gaining attention (motivation), presenting the content, providing learning
guidance (guided practice), and eliciting performance (performance) (Gagné et al., 2005).
The XR-based program used advanced tools such as Character Creator 4, Mixamo, iClone, Unity 3D, and
MRTK. The Monet avatar provided an engaging learning experience, covering basic color theory, color contrast,
saturation, and brightness. Students applied these concepts in an XR environment using virtual tools and received
immediate feedback.
The program's blend of play and learning enhanced perceptual and sensory abilities. Challenges include the needfor advanced technology and adaptive AI for personalized feedback. Despite these, the program shows potential in
improving art education by providing an immersive, interactive learning environment. Future research should evaluate
its effectiveness and explore ways to improve accessibility and personalization.
Keywords: Art education, Embodied Cognition Theory, Extended Reality (XR), Interactive Experience, STEAM education

References
Gagné, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design (5th ed.).
Wadsworth/Thomson Learning.
Henriksen, D. (2014). Full STEAM ahead: Creativity in excellent STEM teaching practices. The STEAM Journal, 1(2),Article 15. https://doi.org/10.5642/steam.20140102.15
Kim, D., Son, S., Lee, H., & Kim, J. (2021). The impact of virtual reality technology on students’ engagement andlearning outcomes in art education. Journal of Educational Technology & Society, 24(3), 81-94.

360

Lindgren, R., & Johnson-Glenberg, M. (2013). Emboldened by Embodiment: Six precepts for research on embodied
learning and mixed reality. Educational Researcher, 42(8), 445-452. https://doi.org/10.3102/0013189X13511661
Richey, R. C., & Klein, J. D. (2007). Design and development research: Methods, strategies, and issues. Routledge.
Wilson, M. (2002). Six views of embodied cognition. Psychonomic Bulletin & Review, 9(4), 625-636.
https://doi.org/10.3758/BF03196322
Yakman, G. (2008). STEAM education: An overview of creating a model of integrative education. PATT-19 Conference:
Research and Practice in Technology Education: Perspectives on Human Capacity and Development, 1-16.

361

The Application of Peer Dialogue Strategy Supported by Virtual
Human Platform in Primary School Listening and Speaking
Teaching
Yu Fu
Wenzhou University, China
fuyu1022@163.com
Abstract: With the increasing maturity of virtual human technology and the continuous development of primary school
English teaching, how to effectively improve pupils' English listening and speaking skills has become an urgent problem foreducation. Combining virtual human platform and peer dialogue strategies, this study evaluated the practical effects of peer
dialogue strategies supported by virtual human platform in primary school English listening and speaking teaching bydesigning teaching experiments, providing innovative teaching methods and theoretical support for primary school English
teaching.

Keywords: Virtual human platform, Peer dialogue strategy, Primary English teaching, listening andspeaking skills

Introduction
In today's world, English has become one of the main languages in academia, business, technology and international
relations. Listening, speaking, reading and writing skills are particularly important in English learning, especiallylistening and speaking skills. However, in countries where English is an unofficial language, such as China, Japan andSouth Korea, reading and writing are often valued more than listening and speaking. This is due to the lack of real
English context, oral dialogue practice and the limitation of traditional teaching methods, resulting in students are
more inclined to avoid interaction and reduce learning motivation.
The application of modern technology in English teaching continues to emerge, and English listening and speaking
apps have achieved initial results. These apps restore life-style interactive situations, enrich teaching resources,
stimulate learning interest and improve learning efficiency through recording imitation, role playing and humancomputer dialogue. However, the conversation content of many apps is specified by the system, limiting interactivity
and freedom.
With the development of virtual reality technology, virtual training system has become the mainstream of simulation
training. Virtual people are integrated into learning technology, which can enhance learners' immersion and learning
effect by using social agent theory. Virtual teachers can imitate the voice and expression of real teachers, conductpersonalized dialogues with students, and provide personalized feedback reports, create real situations, and improvelearning experience and efficiency.
However, at present, there are few empirical studies on students' English listening and speaking level based on virtualhuman-supported dialogue learning platform, and no studies have explored the difference between virtual humansupported peer dialogue and real peer dialogue. Therefore, this study aims to compare the effects of these two modesof peer dialogue on students' English listening and speaking skills, and provide references for the future application
and research of peer dialogue supported by virtual people in teaching.

Research Design & Methods
This study uses the methods of experiment, questionnaire and interview to explore the impact of peer dialogue learningmodes with virtual people in online learning platforms and with real peers on primary school students' English listening
and speaking skills. Specific research questions are as follows: What is the difference between peer dialogue with virtual
people on online learning platform and real peer dialogue learning mode on the improvement of English listening andspeaking skills of primary school students?
The research objects of this paper are 69 students (41 boys and 28 girls) in two parallel classes with the same level ofEnglish listening and speaking in grade 5 of A primary school in Wenzhou, including 34 students in class A and 35
students in Class B. The students of both classes have had real peer conversation practice in English class, and canunderstand and read some simple English texts. Before the experiment, none of the students had received relevant
training on the online English learning platform supported by virtual people.

362

This experiment was carried out in the English listening and speaking course of two classes in Grade 5 of primaryschool and during the self-study time at night. The experiment lasted for two months from March 2024 to May 2024.
Before the experiment, the students were pre-tested, including English skills. Two classes with the same level in all
aspects were selected, and irrelevant variables were controlled. Since the two classes had similar English listening andspeaking scores, they were randomly assigned to groups: Class 503 was the experimental group (group 1: practicing
oral English with virtual people in HiEcho, an online English learning platform), and Class 506 was the control group(Group 2: practicing oral English with their real partners). Before the experiment started, the teacher introduced the
Hi Echo learning platform to the students of class A in the experimental group, including the function and use of theplatform. Before and after the test, English listening and speaking performance data were collected in the form of test
paper, and SPSS software was used to make statistics and analysis of the data, so as to understand whether there weresignificant differences between the two classes and draw conclusions.
The listening and speaking classes of the two classes all use the same teaching material, are taught by the same teacher,and have the same teaching units, teaching resources and teaching progress. After each listening and speaking class,the students in the experimental group will use the virtual human conversation learning platform on the tablet
computer for 5-10 minutes of oral listening practice during the evening self-study and self-study time. After theconversation, the platform will automatically generate an oral evaluation report, including feedback on the dialogue
content scoring and correction. Students correct their listening and speaking through feedback reports; After eachclass, the students in the control group also used the same time of evening self-study to practice oral dialogue with
their real partners on the same theme. At the end of the experiment, the two groups of students were tested after the
English listening and speaking test.

Results
Independent samples t-test
The analysis results of normal distribution of English listening and speaking scores in the pre-test. Based on ShapiroWilk test, the data of English listening and speaking scores in both groups are normally distributed. In pre-test,
p1=0.559, p3=0.067; In post-test, p1=0.104, p2=0.101, all the data are greater than 0.05.
Table 1
The results of independent sample t-test analysis of English listening and speaking scores in post-test
Independent Samples Test
group

post-test score (M±SD)

group 1 (N=34)

81.85±7.92group 2 (N=35)

75.83±6.43

t

p

3.475

<.001

According to Table 1, Levene's test results show that p=0.291, greater than 0.05, which meets the condition ofhomogeneity of variance. According to the results of independent sample t-test, t=3.47, df=67, and p<0.001. Sincep<0.05, there was a significant difference in the post-test scores of English listening and speaking between the twogroups. Compared with the control group (group 2) (Mean=75.83, SD=6.43), the experimental group (group 1)(Mean=81.85, SD=7.92) achieved better scores. It can be concluded that the peer dialogue strategy based on virtualhuman support is helpful to the improvement of primary school students' English skills.

Discussion
According to the experimental results, although peer dialogue based on virtual human support has a positive effect on
the English listening and speaking performance of primary school students. However, there are still some shortcomings
and limitations in this study:(1) Limited teaching time. The experiment period is two months, and the time is relatively compact and the task isheavy.
(2) The number of experimental samples is limited, and the experimental results are not widely representative.
Therefore, more extensive samples are needed to study the impact of virtual human-based peer dialogue strategies on
primary school students' English listening and speaking skills.

Conclusion

363

Impact of Hidden Curriculum on Upper Elementary Students’
Information Literacy
Rentaro Horiuchi
Graduate School of Education, Shinshu University, Japanrenta.1185@gmail.com
Kazunori Sato
Institute of Education, Shinshu University, Japankazu.satou1980@gmail.com
Abstract This study clarifies the impact of the hidden curriculum on upper elementary school students’ information literacy.
To achieve this, a survey was conducted focusing on three perspectives: (1) teacher behavior, (2) teacher instruction, and (3)student behavior, referencing examples from the Information Literacy Framework. The survey revealed significant differencesamong the perspectives in seven out of 12 questions. These differences suggest that higher-order information literacy skills are
not connected to students’ behavior through teachers’ actions or instruction, that certain skills exists that teachers can easily
demonstrate through their behavior, and that skills such as following basic rules when using computers are heavily influenced
by teacher instruction.

Keywords: Elementary School, Hidden Curriculum, Information Literacy

Introduction
In Japan, information literacy has been positioned as an essential skill and ability that is nurtured and utilized acrossall learning domains, similar to language skills. Daily use of ICT influences the development of students’ information
literacy (e.g. Taizan and Horita 2021). Furthermore, students are thought to learn not only from teachers’ instructions
but also from teachers’ use of devices and learning environments. This kind of student learning can be called a hidden
curriculum (Bloom et al. 1982). Regarding research on the hidden curriculum, despite studies on classroom
management and subject-specific frameworks, research investigating the impact of the hidden curriculum on students’
information literacy is lacking. This study seeks to clarify the impact of the hidden curriculum on upper elementary
school students’ information literacy. Accordingly, a survey was conducted to examine how information literacy isdeveloped through teachers’ instruction and behavior.

Research Design & Methods
Survey Target and Period From late April to early May 2024, cooperation was requested from 132 students in
the 4th to 6th grades of five public elementary schools.
Survey Method In creating the questionnaire, we created a questionnaire consisting of 12 items related to
information literacy. The items were designed to be answered from three perspectives: teacher behavior, teacher
instruction, and student behavior with responses given on a four-point scale.
Analysis Method First, the mean and standard deviation of each item were calculated. Furthermore, to clarify
the factors influencing student behavior, multiple comparison analysis was conducted on each questionnaire item for“teacher behavior,” “teacher instruction,” and “student behavior.”

Results & Discussion
Each survey item, the mean and standard deviation of the responses, and the results of the multiple comparisons
between items are presented in Table 1. The results revealed significant differences between items in seven out of the
12 questionnaire items. Among the seven items with significant differences, the following four items indicated that“teacher behavior” scores were significantly higher than “student behavior” scores: “Viewing information frommultiple perspectives,” “Attempting to create information,” “Turning researched information into simple drawings ordiagrams,” and “Consciously expressing information clearly for the audience.” These skills are considered relatively
advanced within information literacy. Considering the survey period was in late April, the findings suggests that whilestudents are aware of the teachers’ behaviors, they have not yet acquired these skills themselves. Additionally, in thefollowing three items, “teacher behavior” scores were significantly higher than “teacher instruction” scores: “Using
information in situations where they summarize and present ideas,” “Typing using a keyboard,” and “Consciously

364expressing information clearly for the audience.” These skills are easier for teachers to demonstrate through theiractions, and teacher behavior appears to have a greater influence on student behavior than verbal instruction.Finally,for “Following basic rules when using a computer,” the scores for “teacher instruction” were significantly higher thanthose for “teacher behavior.” This skill is considered a fundamental aspect of handling information devices andsuggests that teachers intentionally provide more verbal instruction on this topic.

Conclusion
Many questionnaire items exhibited a ceiling effect. This is likely because the teachers were specialists in information
literacy and had participated in professional development workshops on this subject. Future challenges include
investigating the hidden curricula in such classes. The specific nature and impact of the hidden curriculum in classes
taught by teachers who are specialists in information literacy needs to be investigated. Furthermore, the survey target
should be expanded. By broadening the survey target to include a variety of classes with different backgrounds,
regardless of the teachers’ specialization in information literacy, more generalizable results can be obtained.
Table 1Results of Students’ Awareness of Information Literacy

References
B. S. Bloom. (1982). All our children learning, New York: McGraw-Hill,
Taizan, Y., & Horita, T. (2020). Information literacy that can be taught in each subject and relates of that in eachsubject: Analysis of the Revised Courses of Study for 2017 and 2018. Journal of the Japan Society for
Educational Technology, 44(4), 547–559.

365

Analysis of Difficulties Perceived by Teachers in Programming
Education in Elementary Schools

Zhe Wang

Graduate School of Informatics, Kansai University China
k980111@kansai-u.ac.jp
Haruo Kurokami

Kansai University Japan
kurokami@kansai-u.ac.jp

Abstract
In 2020, programming education became a mandatory part of the curriculum in Japanese elementary
schools, integrated into subjects such as mathematics and science. Despite extensive support from the
Ministry of Education, Culture, Sports, Science and Technology (MEXT), including advancements in ICT
environments and educational research, many elementary school teachers still face significant challenges.
According to a survey,85% of elementary school teachers express anxiety about teaching programming(Oshima et al.,2019). Additionally, a questionnaire reveals that 40% of teachers do not want to teachprogramming. Many teachers tend to have a somewhat negative attitude towards elementary school
programming education.
This study aims to investigate in detail the difficulties faced by elementary school teachers inprogramming education. Additionally, it will explore whether these difficulties vary depending on theteachers' motivation towards programming education. The methodology involved interviewing two
teachers who had successfully integrated programming education into their classrooms to identify
difficulties in their teaching practices. One teacher had a positive attitude and enthusiasm, while the otherhad a negative attitude. A literature review was then conducted to collect challenges faced by teachers inprogramming education. Based on the interview and literature review, a questionnaire was developed toinvestigate if teachers' difficulties are influenced by their attributes. The questionnaire has two parts:
measuring motivation towards programming education and investigating difficulties faced in teaching
programming, comprising 24 items in total.

366

A t-test of the data derived from the questionnaire showed thatThe results showed significant
differences in the difficulties faced by teachers with high and low motivation. Teachers with lower
motivation experienced more difficulties in all aspects, including training, classes, and technical support.
The t-test results revealed significant differences items, with teachers with lower motivation reporting
higher levels of difficulty. The study emphasizes the importance of enhancing teachers' motivation to
mitigate the challenges they face. Providing tailored support and training that offer successful experiences
can boost teachers' self-efficacy and motivation. Regular support and encouragement are crucial, especiallyfor teachers with low motivation. The findings suggest that motivation enhancement and tailored support
can improve the overall quality of programming education in elementary schools.
However, the study primarily focused on the impact of motivation on perceived difficulties,
indicating that other factors may also influence the challenges in programming education. Future researchshould delve deeper into the specific causes and contributing factors behind these difficulties, providing amore comprehensive understanding of the challenges faced by elementary school teachers in programming
education.

References
Kusumi, T., Nishikawa K., Saito, T., & Kuriyama, N. (2019). Expectations and Motivation of
Elementary and Junior High School Teachers for Class Practice of Programming Education.
JSET, 44(2), 265-275.
Oshima, T., Saito, H., & Okajima, Y. (2020). How Busy Teachers Feel About Upcoming Programing
Education? ―Designed and carried out a lesson study of programing education for the teachersof elementary schools in order to relax their anxiety―. Bull. Joetsu Univ. Educ., Vol. 40(1).
Misumi, Y., Shinohara, H., & Sugiman, T. (1976). Measurement of Leadership Behavior of
Administrative Managers and Supervisors in Local Government Offices, 2, 77-98
Ministry of Education, Culture, Sports, Science and Technology (MEXT) (2020). Guide to
Programming

EducationinElementary

Schools(3rd

https://www.mext.go.jp/content/20200218-mxt_jogai02-100003171_002.pdf

367

edition).

Research on the basis of using ICT in Japanese elementary schoolmusic
Shu Wang
Kansai University, Japanshuwangnn08@gmail.com
Haruo Kurokami
Kansai University, Japan
kurokami@kansai-u.ac.jp.com

Abstract
The development of information technology has had a profound impact on society and education. Japan attaches
great importance to the application of information technology in education, especially under the policy of "oneperson, one terminal" advocated by the Ministry of Education, Culture, Sports, Science and Technology in 2020,
digital textbooks have begun to play an important role. Studies have shown that teachers and students' understanding
and ability to use ICT forms such as digital textbooks have been continuously improved, but music education isrelatively lagging behind in the use of information technology. Therefore, it is necessary to learn from previous
studies to understand the current situation of the use of ICT in music subjects and put forward suggestions that are
beneficial to promoting elementary school music education. This study currently only uses the method of literature
analysis and summary to understand the current situation of the use of ICT in elementary school music subjects, aswell as the policies and guidelines for the use of ICT in elementary school music subjects in Japan. MEXT highlights
the critical role of Information and Communication Technology (ICT) in enhancing elementary music education.
The goal remains to enrich students' understanding and enjoyment of music through multisensory experiences,leveraging ICT tools that are aligned with educational objectives. By incorporating both audio and visualtechnologies, ICT facilitates innovative musical expression and deepens students' musical comprehension. Key
applications include digital recording, audio visualization, and music composition software, all aimed at boosting
student engagement, creativity, and critical thinking.
Keywords: Digital Learning Tools，Elementary Music Education,Innovative Musical Expression,ICT in Education，Student Engagement

Discussion

Next are some of my future research directions and plans.

First, I will conduct a more systematic and in-depth study on the use of electronic textbooks in Japaneseelementary school music education. Then, I will carry out qualitative research to understand the current
teaching methods and approaches used by Japanese elementary school music teachers. I will conduct
systematic interviews to investigate reasons for the adoption or rejection of electronic textbooks, focusing on
their effectiveness, future prospects, and potential enhancements. Using qualitative research methods, I'll
conduct in-depth interviews with Japanese elementary school music teachers, education experts, and textbook368

developers. Interview topics will cover the pros and cons of electronic textbooks, usage scenarios, encounteredchallenges, and improvement suggestions. Additionally, I'll observe electronic textbook usage in musicclassrooms. To ensure comprehensive data collection and analysis, I'll design a semi-structured interview guide,
invite a diverse range of teachers for interviews, record and organize interview content meticulously, andutilize content analysis to categorize data. The analysis will highlight common themes and individual
perspectives, providing insights into teachers' varying views and needs.
Finally, I will summarize Teachers' Overall Attitudes and Usage Situations Regarding Electronic
Textbooks.Analyze Different Backgrounds of Teachers: (e.g., teaching experience, school type) and theirdifferent views on electronic textbooks.And then,identify Major Issues and Challenges,that teachers face whenusing electronic textbooks.

References
1. Ministry of Education, Culture, Sports, Science and Technology (MEXT): "Towards the realization of the GIGA
School Concept" (leaflet), 2020. Retrieved from https://www.mext.go.jp/content/20200625-mxt_syoto01000003278_1.pdf (Accessed on April 24, 2023).
2. Jin Gyeong MOON, Young Tae KONG. "An Example of a Class Using Digital Textbooks." Research Report of
the Japan Society for Science Education, 2011-2012, Vol. 26, No. 3, pp. 53-58.
3. Ministry of Education, Culture, Sports, Science and Technology (MEXT): "Collection of Practical Examples ofDigital Textbooks for Learners," pp. 16-17, 2019. Retrieved fromhttps://www.mext.go.jp/a_menu/shotou/kyoukasho/seido/__icsFiles/afieldfile/2019/03/29/1414989_01.pdf(Accessed on April 24, 2023).
4. Sun J, Flores J, Tanguma J. "E-Textbooks and Students’ Learning Experiences." Decision Sciences Journal of
Innovative Education, 2012, 10(1): 63-77.
5. Suzuki Shinichiro, "Basic Survey of Japanese Folk Songs in Elementary School Music Digital Textbooks - A
Case Study of 'Kokiriko'." Journal of Regional Studies, Vol. 14, No. 1, 2017.
6. Sakamoto Akemi, "Empirical Study on the Effective Use of Digital Textbooks for Elementary School Music
Education." Journal of Shitennoji University, No. 61, March 2016.
7. Koike Junko, "Issues in Music Education Using ICT." Chiba Economic Review, No. 57.
8. Classroom Practices in Music Creation Using ICT in Elementary School Music Education: Integrated
Enrichment of Individualized and Collaborative Learning. Tomoyo Noguchi, Mie University Elementary School.
9. Classification and Verification of Music Web Apps for Use in Music Composition Activities: Melody
Composition Learning Activities in Junior High School. Ren Honda, Kazuhiko Kinoshita, Yoshinari Mizutani.
10. Utilization of ICT for Music Creation in First Grade Elementary School: Chiaki Takeuchi, Maki Hagino. Mie
University Faculty of Education Research Bulletin, Vol. 74, No. 2, 2023, pp. 299-303.

369

Factors Influencing Pre-Service Teachers’ Intention to Use SVVR
for Teaching
Lu-Fei Han
Wenzhou University,China
865189180@qq.com

Yuan Zhang
Wenzhou University,China
3427531464@qq.com

Yu-Zhen Jin
Wenzhou University,China
1336351858@qq.com

Yi-Pin Huang
Wenzhou University,China
yphuang09@163.com

SVVR (Spherical Video-based Virtual Reality) technology is subtly influencing the traditional classroom by creating a
multi-dimensional, immersive learning environment that not only enhances the quality of instruction, but also enhances
students’ motivation and optimizes the learning experience. As pre-service teachers are the future teachers, it is crucial tounderstand their initiative and motivation to utilize SVVR for teaching when they begin their careers. Therefore, this study
aims to investigate the factors that influence pre-service teachers’ intention to use SVVR for teaching. In this study, preservice teachers will experience SVVR in a compulsory course and then fill out a questionnaire. The impacts of self-efficacy(SE), technological pedagogical content knowledge (TPACK), perceived ease of use (PUE), perceived usefulness (PU), andattitude toward use (ATU) on pre-service teachers’ behavioral intention (BI) to use SVVR for teaching will be exploredthrough structural equation modeling (SEM).

Keywords: Behavioral intention, Pre-service teachers, Structural equation modeling, SVVR

Introduction
The SVVR technology has shown tremendous potential in education and teaching. It is quietly revolutionizing the
traditional classroom teaching model by creating simulated learning environments, which not only improves theteaching quality but also provides students with multi-dimensional perceptual learning experiences, thus enhancing
their learning motivation and optimizing their learning experiences. Yang et al. (2021) reported by simulating aninteractive scene, VR technology makes users believe they are instantaneously in another realm, which may bring in
more possibilities for language teaching and learning. Learners may explore and learn in a less space-constraining andmore interactive environment without the usual physical limiting attributes of a traditional classroom. Given theimportance of SVVR, examining pre-service teachers’ intention to adopt it is vital. This research gauges their info
literacy and teaching integration, predicting SVVR usage potential through understanding their intention. The study
explores the factors influencing pre-service teachers’ intention to use SVVR for teaching, that is, analyzing SE, TPACK,PEU, PU, and ATU’s impact on BI via SEM.

Research Model & Hypotheses
Technology acceptance model (TAM) theory. TAM is a universal model applicable in diverse research contexts.
Core to TAM are perceived usefulness (PU) and perceived ease of use (PEU), proven to predict technology acceptance(Khlaisang et al., 2023). In this study, PU gauges pre-service teachers’ belief in SVVR’s knowledge or ability
enhancement, while PEU assesses their subjective convenience in implementing SVVR (Teo, 2009). PU and PEU
jointly influence students’ positive evaluation of the application of SVVR technology in teaching (ATU), which in turnhas a profound impact on their intention to use SVVR for teaching in the future as teachers (BI). Therefore, this study
proposes the following hypotheses:
H1: ATU will affect BI;
H2: PU will affect ATU;
H3: PEU will affect ATU;
H4: PEU will affect PU
H5: PU will affect BI;
Technological pedagogical content knowledge (TPACK). TPACK is a well-constructed theoretical framework
aimed at comprehensively elaborating the knowledge structure required by teachers in the field of technology
integration. This framework is deeply inspired by Shulman’s (1986) profound insights into pedagogical knowledge(PK), content knowledge (CK), and pedagogical content knowledge (PCK). TPACK offers teachers a holistic view oftechnology, teaching, content, and their interplay, deepening understanding of the intricate relationships within thelearning ecosystem. To further explore how TPACK, as an external variable, affects PU and PEU, we intend to reveal
its potential influence mechanisms and effects by testing the following hypotheses:
H6: TPACK will affect PU;
H7: TPACK will affect PEU;370

Self-efficacy (SE). The concept of SE is rooted in Bandura’s social cognitive theory (Bandura, 1977). In this study,
SE specifically refers to pre-service teachers’ belief in using SVVR for teaching. We aim to delve into how SE, as anexternal variable, affects pre-service teachers’ PEU and PU by testing a series of hypotheses.
H8: SE will affect PU;
H9: SE will affect PEU.

Figure 1
Research model.
BI = Behavioral Intention;
ATU = Attitude toward Use;
PU = Perceived Usefulness;
PEU = Perceived Ease of Use;
TPACK = Technological Pedagogical Content
Knowledge;
SE = Self-efficacy

MethodParticipants. Around 300 pre-service teachers.
Instruments. The questionnaire consists of 6 constructs, and each construct consists of 3 items: Behavioral Intention(BI) (Venkatesh & Bala, 2008), (e.g., “If my future school has SVVR conditions, I am willing to use SVVR technology
for teaching in the near future”); Attitude Towards Use (ATU) (Davis, 1989; Fussell & Truong, 2023), (e.g., “Using
SVVR technology in teaching is a good idea”); Perceived Usefulness (PU) (Davis, 1989; Venkatesh & Bala, 2008), (e.g., “I
think the use of SVVR technology in teaching is useful.”); Perceived Ease of Use (PEU) (Davis, 1989; Venkatesh & Bala,
2008), (e.g., “I think the use of SVVR technology is clear and understandable.”); TPACK (Chai et al., 2012), (e.g., “I
can teach lessons that appropriately combine my content, SVVR technology, and teaching approaches.”); Self-efficacy(SE) (Venkatesh & Bala, 2008), (e.g., “I feel confident in using SVVR technology in my teaching even if there is no
one around me to show me how to use it”).
Experimental procedure. All pre-service teachers who attend in “Application of Modern Educational Technology”
courses will experience SVVR for teaching and then will complete the questionnaire online.
Data analysis. This study will use AMOS25 to examine the research model (Figure 1.) through SEM.

References
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
https://doi.org/10.1037/0033-295X.84.2.191
Chai, C. S., Koh, J. H. L., Ho, H. N. J., & Tsai, C. C. (2012). Examining preservice teachers’ perceived knowledge of
TPACK and cyberwellness through structural equation modeling. Australasian Journal of Educational Technology,
28(6). https://doi.org/10.14742/ajet.807
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS
Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Fussell, S. G., & Truong, D. (2023). Accepting virtual reality for dynamic learning: An extension of the technology
acceptancemodel.
Interactive
Learning
Environments,
31(9),
5442–5459.
https://doi.org/10.1080/10494820.2021.2009880
Khlaisang, J., Songkram, N., Huang, F., & Teo, T. (2023). Teachers’ perception of the use of mobile technologies withsmart applications to enhance students’ thinking skills: A study among primary school teachers in Thailand.
Interactive Learning Environments, 31(8), 5037–5058. https://doi.org/10.1080/10494820.2021.1993933
Shulman, S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
https://doi.org/10.3102/0013189X015002004
Teo, T. (2009). Modelling technology acceptance in education: A study of pre-service teachers. Computers & Education,
52(2), 302–312. https://doi.org/10.1016/j.compedu.2008.08.006
Venkatesh, V., & Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision
Sciences, 39(2), 273–315. https://doi.org/10.1111/j.1540-5915.2008.00192.x
Yang, G., Chen, Y. T., Zheng, X. L., & Hwang, G. J. (2021). From experiencing to expressing: A virtual reality approach
to facilitating pupils’ descriptive paper writing performance and learning behavior engagement. British Journal of
Educational Technology, 52(2), 807–823. https://doi.org/10.1111/bjet.13056

371

Case Study on the Routine Use of Online Chatfor Teacher Learning
Maki Ito
Graduate School of Education, Shinshu University, Japanitomaki6174@gmail.com
Yuki Yachi
Institute of Education, Shinshu University, Japanyachi@shinshu-u.ac.jp
Kazunori Sato
Institute of Education, Shinshu University, Japansato_kazunori@shinshu-u.ac.jp
This study implemented an asynchronous and distributed lesson study environment using online chat (hereinafter "chat") tofacilitate daily learning and continuous improvement of schoolteachers. The first objective was to understand posting trends
based on job positions such as research supervisor, school administrator, teacher, and so on; this was achieved by investigating
the number and content of posts made by individuals in each job position. The second objective was to identify the advantages
and challenges of chat-based lesson study by analyzing free-text responses. The results indicated that: 1) individuals in eachjob position used chat for different purposes based on their respective roles, and 2) while the variety and abundance of
information shared in real-time encouraged daily learning for teachers, some teachers found handling the large volume ofdisorganized information burdensome.

Keywords: Asynchronous Distribution, Chat, Information Sharing, Lesson Study

Introduction
Lesson study is a structured and ongoing training activity undertaken by schools to promote children’s growth anddevelopment (Kishimoto et al., 1986). It is a well-established activity that has long been used to develop teachers'
instructional strategies.
However, according to Suzuki et al. (2010), the changing school environment has made it difficult to conduct training
sessions by gathering multiple teachers at the same time and place. Traditional lesson study, wherein multiple teachers
gather together, imposes temporal and spatial constraints, leading to an increased sense of hecticness, a reduction inopportunities for collaborative learning, and difficulties in maintaining continuous learning. Hence, it is necessary todesign an environment that frees teachers from temporal and spatial constraints and allows them to learn on a daily
basis. Therefore, this study implemented an asynchronous and distributed lesson study environment using chat tofacilitate daily learning for teachers. The first objective of this study is to understand posting trends based on job
position by investigating the number and content of posts made by staff members in each position. The second
objective is to identify the advantages and challenges of chat-based lesson study through analysis of free-text responses.

Research Design and Methods
Survey Target and Period The survey targeted 42 teachers who participated in an asynchronous and distributed
lesson study using chat. Their chat posts were examined from April 2023 to March 2024.
Survey Method and Analysis Method Two surveys were conducted.
Survey 1 examined the posting situation on chat from April 2023 to March 2024. Specifically, the posts were firstcategorized using the KJ method based on their content. Then, the number of posts by job position was calculated foreach category (Tables 1).
Survey 2 collected free-text responses from the 42 teachers who participated in the asynchronous and distributed
lesson study using chat regarding the advantages and challenges of this form of lesson study. Each comment was
categorized as in Survey 1 (Tables 2, 3).

Results and Discussion
Number of Posts by Category and Position The results are shown in Table 1. It was confirmed that the researchsupervisor had the highest number of posts in seven categories. In addition to information about synchronous lesson372

study conducted within the school, the research supervisor also takes the lead in sharing guidance and advice fromuniversity affiliates, initiatives from other schools, and educational information disseminated by external media suchas websites and newspapers. This suggests that the research supervisor plays a role in promoting teacher learning bothinternally and externally. School Administrator had the highest number of posts in three categories, indicating theirrole in observing teachers' daily practices, introducing these practices to other teachers, and encouraging participationin external training, thereby supporting professional growth. It is inferred that research supervisors and school
Administrator use chat to promote teacher learning and support professional growth. Teachers had the highest numberof posts in the “Own teaching practices” category. By sharing information about their own practices, they reflect on
their lessons and seek advice from others, which leads to refinement.
It is suggested that teachers use online chat to facilitate their own lesson improvement. These findings suggest thateach job position utilizes chat for different purposes based on their roles.
Table 1
Number of Posts by Category and Position

Advantages and Challenges The results are shown in Tables 2 and 3. Regarding advantages, the category with thehighest number of items was: “Visualization of colleagues' daily practices (17 comments).” The highest number ofcomments was in the “Visualization of colleagues' daily practices” category, reflecting teachers' desire to know about
their colleagues' daily practices.The real-time sharing and visualization of colleagues' daily practices likely contributes
to lesson improvement and increased motivation for improvement.
Regarding challenges, the category with the highest number of items was: "Need for information categorization (5comments).” The highest number of comments was in the “Need for information categorization” category, likely due
to the mixed state of 1801 posts across 11 categories as indicated in Survey 1.
This suggests that while the variety and volume of real-time shared information visualize daily practices and promoteteacher learning, the disorganized flow and large volume of information can be burdensome for some teachers.
Table 2

Table 3Categories and Number of Comments Regarding the Advantages

Categories and Number of Comments Regarding the Challenges

References
Kishimoto, K., Kudaka, Y. (Eds.) (1986). Formation of teacher competency. Gyosei, Tokyo.
Suzuki, M., Nagata, T., Nishimori, T., Mochizuki, T., Kasai, T., Nakahara, J. (2010). Development and evaluation of
the Web-based "eLESSER" program aimed at a lesson study network community. Journal of the Japan Society for
Educational Technology, 33(3): 219-227.

373

Comparative Study on ICT Utilization Instructional CompetenceStandards in in-service training between Japan and China
Jiarui Lyu
Kansai University, Japan
ljr010582107@outlook.com
Wakio Oyanagi
Kansai University, Japanoyanagi@kansai-u.ac.jp

Abstract
Since the outbreak of the novel coronavirus, the use of ICT in education has become an urgent issue. Japan and
China share a common goal of enhancing teachers' ICT instructional skills and integrating them into education, eachwith their own unique teacher training systems. There are respective competence standards for in-service training onteachers' ICT Utilization Instructional Competence. This research aims to classify, compare, and analyze the major
and minor items of Japan's "ICT Utilization Instructional Competence Checklist for Teachers" and China's "ICT
Utilization Instructional Competence Standards," extracting their characteristics. Additionally, based on these results,
we plan to conduct interviews regarding initiatives related to ICT utilization instructional skills in in-service training in
two cities in Japan, we will explore what is being undertaken in the "ICT Utilization Instructional Skills" training for
all teachers, including whether AI and other topics are covered. We will also examine the outcomes and challenges ofthese initiatives. And explore how competence standards can enhance teachers' ICT utilization instructional skills inpractice and to provide valuable information for improving the competence standards.
Keywords: Comparative Study, ICT Utilization Instructional Competence, In-service training, Competence Standards

Introduction
Since the outbreak of COVID-19, ICT utilization in education has become a pressing issue globally. However,there is still a lack of sufficient in-service training for teachers to improve their ICT skills. Japan and China have theirown training systems, and respective evaluation standard for in-service training on teachers' ICT Utilization
Instructional Competence, with the common goal of enhancing their information technology skills and incorporatingthem into teaching. This study aims to clarify the similarities and differences in in-service training for improving ICT
utilization instructional skills though comprehensive comparative analysis of the training projects and competency
standards in both countries and tries to provide suggestions for more effective training in both countries.
in-service training
In Japan, newly appointed teacher training is designed for newly appointed teachers at public elementary schools
and other schools to develop practical leadership skills and a sense of mission, and to acquire a broad range ofknowledge. The purpose of this training is to provide newly appointed teachers with the skills needed in the educational
field. Newly appointed teacher training plays a very important role in promoting teachers' growth and quality teaching(MEXT,2008).
In April 2019, to improve teachers' ICT utilization skills in the new era, the Ministry of Education, PRC
government portal (2019) decided to implement the "Primary and secondary school teachers’ information technology
application ability improvement project 2.0" (hereinafter referred to as improvement project 2.0).

374

Competence Standards
According to the MEXT, Japan's ICT Utilization Instructional Competence Checklist was established in 2007
and revised in 2018, The specific revisions are divided into two parts: revision of the questionnaire items and changes
to the options. The revised version is categorized into four major items: "A. Ability to utilize ICT for materials research,
preparation, evaluation, and school affairs," "B. Ability to utilize ICT in teaching lessons," "C. Ability to guide students
in utilizing ICT," and "D. Ability to instruct on the knowledge and attitudes foundational to information utilization."
Each of these major items consists of four sub-items.
The "Competency Standards" propose basic and developmental competencies for the application of information
technology by primary and secondary school teachers. These standards serve as a fundamental basis for activities suchas training, application, and evaluation of information technology application competencies, aiming to effectively
utilize information technology in education and professional development. Based on the main lines of teachers'
educational activities (basic competencies) and learning development (developmental competencies), the standards
divide information technology application competencies into five dimensions: "Technical Literacy" (5 items),"Planning and Preparation" (6 items), "Organization and Management" (5 items), "Evaluation and Diagnosis" (4items), and "Learning and Development" (5 items).

Discussion
Due to time constraints, I have only summarized and briefly analyzed the in-service training and CompetenceStandards for improving ICT Utilization instructional skills in China and Japan from 2019 to 2022 by reading
literature and have understood the current situation and some potential problems of the in-service training for
improving ICT Utilization instructional skills in both countries. Next, we plan to conduct interviews regarding
initiatives related to ICT utilization instructional skills in in-service training in two cities in Japan. Additionally, we
will explore what is being undertaken in the "ICT Utilization Instructional Skills" training for all teachers, including
whether AI and other topics are covered. We will also examine the outcomes and challenges of these initiatives.

References
MEXT.

(2007).

Exampleof

newly

appointed

teachertraining

goals

and

contents.

https://www.mext.go.jp/a_menu/shotou/kenshu/006.htm
MEXT. (2019). Toward the realization of an educational ICT environment that is individually optimized for each childand fosters creativity - the standard of one-in-one information terminal environment in the Reiwa era.
https://www.mext.go.jp/content/20191225-mxt_syoto01_000003278_03.pdf
MEXT.

Resultsofthesurveyonthestatusofteachertraining

ineachfiscalyear.

https://www.mext.go.jp/a_menu/shotou/kenshu/index.htm
Ministry of Education, PRC government portal. (2019). The Ministry of Education's Opinions on the Primary andsecondary school teachers’ information technology application ability improvement project 2.0.
http://www.moe.gov.cn/srcsite/A10/s7034/201904/t20190402_376493.html
Qihui HU, Nonaka, Y. (2022). Analysis of Educational Informatization Policy in China. Yokohama National University
Journal of Education Sciences1, 5: 185-197.
Yagisawa, F., Horita, T. (2021). Comparison of Teachers’ Awareness for ICT Use between Novices and Experts in 1:1
Elementary Education. Educational Media Research. 23(2): 83-93.

375

The Types and Purposes of ICT Use in Autonomy-Supportive
Teachers’ Classes
Rio Wakatsuki
Sakae Elementary School, Sakae Village, Nagano Prefecture
wakario.0625@gmail.com
Kazunori Sato
Institute of Education, Shinshu University, Japankazu.satou1980@gmail.com
Abstract This study aims to examine the characteristics of Information and Communication Technology (ICT) use byteachers in classrooms oriented toward autonomy support, where students utilize information devices during lessons. An
analysis of the types and purposes of ICT equipment used in the classes of eight teachers, confirmed to be oriented towardautonomy support, revealed the following. All teachers utilized a computer for teachers on a one-to-one basis and were using
the cloud. Furthermore, ICT devices were predominantly used to check the learning status. These findings suggest that aseach student selects learning contents and methods to address their learning tasks, teachers may be using computers to monitor
students' learning status and connect this monitoring to guidance and support. Additionally, compared to the course of wholeclass teaching, it was suggested that the types and purposes of ICT device use by teachers might differ.

Keywords: Autonomy Support, The Teachers’ Teaching Behavior, ICT Devices

Introduction

In Japan, PISA 2022 results showed that many students lacked confidence in autonomous learning compared to otherOECD countries. This highlights the need for school education to foster autonomous learning and provide
environments where students can choose materials and methods based on their individual pace and interests (National
Institute for Educational Policy Research, 2023). Teachers are expected to support self-regulated learning.
Wakatsuki (2024) found that teaching behaviors supporting autonomy with information devices differ from traditional
methods. Teachers use information devices for individual student support and desk-to-desk instruction. These findings
suggest that personal computer use is essential. However, the characteristics of ICT usage in autonomy-supportive
lessons remain unclear. This study aimed to examine ICT usage by focusing on eight elementary school teachers,
investigating their types and purposes of ICT device usage.

Research Design & Methods

The survey was conducted between late December 2023 and early February 2024. The Problems in Schools
Questionnaire (PSQ) (Oya et al., 2020) was given to 16 teachers at Public Elementary School F to select those oriented
toward autonomy support. The survey focused on the classes of eight teachers identified as being oriented towardautonomy support, teaching second through sixth grades
In the targeted classes, a 360-degree camera was installed in the center of the classroom, and the teacher wore a lapel
microphone to record spoken words. The first author created field notes detailing the teacher’s spoken words andbehavior with time references. Following Murakami et al. (2022), the lesson recordings were divided into 30-second
frames, and ICT device usage was counted for each frame. ICT devices included children's computers, teachers'
computers, document cameras, and projectors. The instructors verified their teaching behaviors' intentions. Using the
KJ method, categories were created from field notes detailing teachers' speeches, actions, interactions with students,
and teaching intentions to determine ICT device usage purposes.

Types of ICT devices used by teachers

Results

Teachers used children’s computers, teachers’ computers, document cameras, and projectors in the classroom.
Children’s computers: Teachers were guided and supported by actively using the computers that the children wereoperating. Teachers’ computers: Used for checking students’ learning statuses shared on the cloud and explaining
materials prepared by the teacher. Document cameras: Capable of enlarging physical objects. This was used to magnify
parts of the textbooks or demonstrate how to use the learning materials that children were using. Projectors: Used topresent tasks, display explanatory materials, and showcase models based on student learning status.
Figure 1 shows the types of ICT devices used by the teachers in each class. It was confirmed that in six out of theeight classes, computers were the most frequently used device by teachers. Under the GIGA School concept, eachteacher responsible for a class is provided with a computer. Therefore, it is necessary that all teachers in the surveyedschools use their individual computers during classes. Additionally, students can learn using educational tools on the376cloud. Thus, as students proceed with their learning activities, teachers provide guidance and support by monitoring
the cloud, which suggests a high utilization of computers by teachers.

Figure 1

Types of ICT devices used by teachers of each grade level
50

47

45
40
35
30
25

24

20

17

15

21
18

15

5
0

3

A

3
0

B

3
0
0

2nd gradeteachers' computers

12

13

10

0

D

3rd gradeE0F

4th gradechildren's computers

17
13

12
10

8
6

5
2

C

19

0

G

5th grade
projectors

3
0

H

0

6th grade

Document Cameras

Purposes of ICT used by teachers

Categories for purposes of ICT used by teachers were created using the KJ method. Consequently, categories related
to presentation [presentation of tasks, presentation of explanatory materials, presentation of models, presentation ofphysical objects] and categories related to verification [verification, verification of students’ learning status, verificationof students’ outputs, and preparation of learning materials] were formed. Additionally, categories related to the
preparation of learning materials were established.
Table 1 shows the categorized and counted results for ICT utilization by each teacher. It was confirmed that verifying
students’ learning status was the most common purpose of ICT usage. In the lessons conducted in this study, thecloud was utilized, allowing for real-time verification of the students’ learning status. Furthermore, in classes wherestudents could choose their learning content and methods in response to the learning tasks, each student’s learning
activities varied. This suggests that in a cloud-enabled learning environment where students select their learning
methods and content, using cloud to verify students’ learning status and link it to guidance and support is likely.
Table 1Categories of purposes for teachers using ICT devices

References
National Institute for Educational Policy Research. (2023). Key Points of the OECD Programmed for International
Student
Assessment(PISA)
2022
Survey.
Retrievedfromhttps://www.nier.go.jp/kokusai/pisa/pdf/2022/01_point.pdf (Accessed on 2024.06.05).
Ohya, M., Inagaki, T., & Mori, A. (2020). The Impact of Teacher Beliefs and Expertise on "Active Learning". Journalof Teacher Education and Training, 2, 1-13.
Wakatsuki, R., Saito, H., & Sato, K. (2024). Case Analysis of Teaching Behavior of Teachers Aiming to Support
Autonomy in Classes Utilizing Information Devices. Proceedings of the 44th National Conference of the Japan
Society for Educational Technology, 687-688.

377

A Study on the Significance of ICT Utilization in ClassicalChinese Education in Japanese High Schools
Jiawei Li
Kansai University, Japank915424@kansai-u.ac.jp
Wakio Oyanagi
Kansai University, Japanoyanagi@kansai-u.ac.jp

Abstract
In Japan, Arai (2018) points out that students perceive Classical Chinese as didactic, limiting thepotential of Classical Chinese texts. Meanwhile, although a practical study by Kaneko (2022) and Saito (2016)
on the utilization of ICT in classical education yielded some effects of ICT activation, there has been limited
exploration into the possibilities and effectiveness of ICT-integrated Classical Chinese education. Given the
drastic reduction in class hours for Classical Chinese (Inai, Yoshida, Ozawa, Udou, & Hata, 2018), this study
aims to explore the Significance of ICT Utilization in Classical Chinese Education. The study reveals that
integrating ICT in Classical Chinese education not only reduces preparation time for materials and enhances
teaching efficiency but also produces significant benefits for both teachers and students in their learning
experiences. Furthermore, it discusses how leveraging ICT in Classical Chinese education could deepen thepotential of Classical Chinese texts, enabling students to perceive them not merely as didactic lessons but assubjects that offer broader perspectives, deeper understanding, and enjoyable learning experiences.
Keywords: Japanese high school, Classical Chinese, ICT utilization, The Potential of Classical Chinese Literature,
ICT-enhanced Classical Chinese education

References
Arai, R. (2018). Comprehensive Issues in Kanbun Education Including Education and Teaching Materials
at Junior High and High Schools. Bulletin of the Faculty of Education, Chiba University, 66(2), 2332.
Inai,T. ,Yoshida,K. ,Ozawa,T. ,Udou,R. ,& Hata,A. (2018) Considering Language Education (2) - with afocus on AI society, standard Japanese, Classical Chinese education, reading, etc. . Japanese TeachingSociety of Japan. Proceedings on Teaching of the Japanese Language and Literature 135. 345-348
Kaneko, M., et al (2022). Utilization of One-to-One Devices in Japanese Language Classes: A Case Study of'Kōmon no Kai' in 2nd Year of High School [J]. Language and Education, 36: 25-39.
Saito, K. (2016). Practical Implementation of Japanese Language Classes Incorporating ICT and Active
Learning, and Development of Teaching Materials. Journal of the Japan Private School Education
Institute, (52), 57-60.

378

Structural Relationship among Learning Engagement, Perceived
Teacher Support, Learning Motivation, Professional Identity andL2 Emotions in Chinese ESP Class
Liya Zhou
Keimyung University; Civil Aviation University of China, Chinalyzhou0205@gmail.com
Wooyong Eom
Keimyung University, Korea
weom@kmu.kr

Abstract：This study investigates the structural relationship of learning engagement, learning motivation, teacher support,

professional identity and L2 emotions in English for Specific Purposes (ESP) courses within Chinese higher education. Under theguidance of national educational policies, Chinese universities have promoted ESP courses to enhance students' international
competitiveness. The research explores various intrinsic and extrinsic factors influencing learning engagement, including cognitive, affective,and emotional variables. It highlights the critical role of motivation, professional identity, and L2 emotions in shaping students'
engagement and performance. The study aims to bridge the gap in understanding learning engagement in ESP education in China andoffers pedagogical implications for educators to enhance teaching effectiveness and student outcomes.

Keywords: Learning Engagement in ESP class, Learning Motivation, Teacher Support, Professional
identity, L2 Emotions

Introduction
Chinese universities have extensively promoted English for Specific Purposes (ESP) courses (Cai & Chen, 2013)，
since 2010, the Ministry of Education of China promulgated‘The National Medium and Long-term Education
Reform and Development Outline (2010-2020) (2010)’, proposing the goal of ‘cultivating a large number of talentswith an international vision, familiarity with international rules, and capability to participating in international affairs
and international competitions. As a vital part of foreign language education, it is crucial to promote the language
proficiency among ESP learners.
Learning engagement has been associated with numerous positive outcomes in education, including heightenedlevels of academic persistence, effort and achievement as well as high academic aspirations and improved mental
health (Pianta et. al., 2012). Despite the well-known and extensively discussed importance of learning engagement
among researchers and practitioners, the level of learning engagement in L2 classrooms is often low (Weaver & Qi,
2005; Zhang & Zhou, 2004; Zhao & Xu, 2012). Thus, improving engagement among L2 students in all dimensions isof paramount importance.
Motivation is considered as the most important variable affecting learning engagement in second language (L2)learning (Gardner & Lambert, 1959). Besides affective factors like motivation, learning environment, such as teacher
or peer support, can also affect learning engagement (Oga-Baldwin, 2019) .In ESP classes, professional identity also
plays a critical role in mediating the effect between learning motivation and students’ learning engagement. Foreign
language enjoyment (FLE) and foreign language classroom anxiety (FLCA) are the most significant factors in the L2
psychological education field and are frequently experienced by learners in language learning (Dewaele & Li, 2020;
Li, 2018; Piniel & Albert, 2018; Shirvan & Taherian, 2018)

Research Design & Methods
The participants in this study will be 500 university students who are majoring in flight technology in China. All
participants will be selected from 5 out of 21 universities across China that offer a major in flight technology.
Accordance with the research questions, five questionnaires will be used: learning engagement questionnaire, learning
motivation questionnaire, perceived teacher support questionnaire, professional identity questionnaire and FLE and
FLCA questionnaires.

379

References
Dewaele, J.-M., & Li, C. (2021). Teacher enthusiasm and students’ social-behavioral learning engagement: The
mediating role of student enjoyment and boredom in Chinese EFL classes. Language Teaching Research, 25(6),136216882110145. https://doi.org/10.1177/13621688211014538
Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second-language acquisition. Canadian Journal of
Psychology/Revue Canadienne de Psychologie, 13(4), 266–272. https://doi.org/10.1037/h0083787
Li, C. (2018). A positive psychology perspective on Chinese students’ emotional intelligence, classroom emotions, and EFL learningachievement. [Unpublished doctoral dissertation, Xiamen University, China.].
Oga-Baldwin, W. L. Q. (2019). Acting, thinking, feeling, making, collaborating: The engagement process in foreign
language learning. System, 86, 102–128. https://doi.org/10.1016/j.system.2019.102128
Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-student relationships and engagement: Conceptualizing,measuring, and improving the capacity of classroom interactions. In S. L. Christenson, A. L. Reschly, & C.
Wylie (Eds.), Handbook of research on student engagement (pp. 365–386). Springer US.
Piniel, K., & Albert, Á. (2018). Advanced learners’ foreign language-related emotions across the four skills. Studies inSecond Language Learning and Teaching, 8(1), 127–147. https://doi.org/10.14746/ssllt.2018.8.1.6
Shirvan, M. E., & Taherian, T. (2018). Longitudinal examination of university students’ foreign language enjoyment
and foreign language classroom anxiety in the course of general English: Latent growth curve modeling.
International Journal of Bilingual Education and Bilingualism, 24, 2021 - Issue 1, 31–49.
https://doi.org/10.1080/13670050.2018.1441804
Weaver, R. R., & Qi, J. (2005). Classroom organization and participation: College students’ perceptions. The Journal ofHigher Education, 76(5), 570–601. https://doi.org/10.1353/jhe.2005.0038
Zhang, Y., & Zhou, D. (2004). Research on the classroom participation model of college English students. Foreign
Language World, (06), 28–33.
Zhao, Q., & Xu, J. (2012). Research on the relationship between college English classroom environment andstudents’ classroom behavior. Foreign Languages and Foreign Language Teaching, (04), 66-69+74.
https://doi.org/10.13458/j.cnki.flatt.000529

380

Structural Relationship Among Teachers’ TPACK, School Support
for TEL, Technology Self-Efficacy, Technostress, and Teacher
Performance in Chinese College Classes
Liang Lina
Keimyung University, China; Liming Vocational University, China
lianglina@gmail.com
Eom Wooyong
Keimyung University, Korea
weom@kmu.ac.kr
Zhou Liya
Civil Aviation University of China, Chinalyzhou0205@gmail.com
Abstract…………………………………………………………………………………………………
The COVID-19 pandemic has necessitated a rapid transition from traditional face-to-face teaching to online learning
environments worldwide, including in China. This transition underscores the imperative for teachers to effectively integratetechnologies into their teaching practices to maintain high-quality education. This study explores the structural relationships
among teachers’ Technological Pedagogical Content Knowledge (TPACK), school support for Technology-Enhanced Learning(TEL), technology self-efficacy, technostress, and teacher performance in Chinese college classes.
Teacher performance, defined as teachers’ contributions to educational goals in the use of technology, is influenced by various
factors in the technology-integrated teaching landscape. Previous research primarily focused on student performance, often
overlooking the performance and well-being of teachers, who face significant challenges due to varying levels of technological
proficiency. This study aims to address this gap by examining both the direct and indirect effects of these variables on teacher
performance.
The research employs a comprehensive approach, utilizing Structural Equation Modeling (SEM) to analyze data collectedfrom Chinese college teachers. Key findings reveal that TPACK enhances teacher performance by providing a robust
framework for integrating technology into pedagogical practices. School support for TEL is also pivotal, offering essential
resources and a supportive environment that bolster teachers’ technology self-efficacy and reduce technostress. High levels oftechnostress, identified as a modern maladjustment to rapid technology evolution, negatively impact teacher performance,
underscoring the need for effective stress management strategies.
Technology self-efficacy emerges as a mediating variable, linking TPACK and school support with enhanced teacher
performance. Teachers with high technology self-efficacy demonstrate greater resilience and adaptability in utilizing
technologies, leading to improved teaching outcomes. Conversely, the study highlights the dual role of technostress, which, if
unmanaged, can undermine teacher performance despite high TPACK levels.
This research contributes to the understanding of the multifaceted impacts of technology integration on teacher performance,
providing actionable insights for educational institutions. By fostering a supportive environment and enhancing teachers’
TPACK and technology self-efficacy, schools can mitigate the adverse effects of technostress and promote higher teacher
performance. The findings underscore the importance of continuous professional development and institutional support innavigating the challenges of technology-integrated education, particularly in the post-pandemic era.

Keywords: TPACK, School Support for TEL, Technology Self-Efficacy, Technostress, Teacher
Performance, College Teachers381

Issues and Support Methods for ICT-based Learning in
Elementary Schools from a Teacher's Perspective
Shoko Tange
University of ther Sacred Heart, Japan
shoko.tange@gmail.com
In this study, we identified the actual conditions and issues of ICT use in Japanese elementary schools from a teacher's
perspective, and examined ways to create an ICT environment that can enhance student engagement. From a survey ofclassroom practices and interviews with teachers at elementary schools, it was found that the curriculum for ICT-enhanced
classes was not sufficient, and information gathering varied from teacher to teacher. Therefore, teachers are required toestablish service-specific supporters, such as those in charge of networks, hardware, and curriculum, and to improve the ICT
environment at home through collaboration with parents.
Keywords: ICT, GIGA Schol, Teacher, Elementary School

Introduction
In Japan, the media use environment in elementary schools reached a major turning point with the GIGA school
program, in which each student is provided with a PC environment. While the percentage of ICT use in the classroom
is increasing, the use of ICT is left to teachers, increasing the burden on teachers who are experiencing trial and error.
According to a PISA survey, the frequency of ICT use in classrooms is below the OECD average(National Institutefor Educational Policy Research 2023), and it is challenging to improve learning guidance and support activities. The
challenge is to improve the learning guidance and support activities. Therefore, there is an urgent need to enhance ICT
in elementary schools. How do teachers approach the use of ICT in classes, and what kind of support do they seek?

Methods
The purpose of this study is to clarify the actual situation and issues of ICT use in Japanese elementary schools fromthe teachers' perspective and to examine ways to realize an ICT environment that can enhance students' engagement.
To this end, the following two points will be examined: a survey of practice reports on ICT use and semi-structured
interviews with elementary school teachers.

Results

The OECD points out the influence of the approach of parents and school education (Tracey and Francesca, 2019), and
the GIGA school concept points out the importance of home learning, as homework also uses ICT (Noborimoto and
Takahashi, 2021). Teachers also see the need for its effective use in home learning [4]. However, many parents are
reluctant to use ICT, and more than 70% of them think that it is difficult to determine the status of their children's
use and learning (Benesse Educational Research and Development Institute 2023). In addition, guides for home studies
using ICT devices published by local governments only call attention to terminal malfunctions and health effects anddo not clarify specific ways in which parents can support learning. Although many previous studies mentioned theimprovement of teachers' skills and curriculum development, we considered it important to consider a system tosupport home learning using ICT. Based on the issues related to the use of ICT obtained in the previous study, semistructured interviews were conducted with two elementary school teachers who were teaching classes using ICT.

Effects of ICT

The following were mentioned as learning methods that can be achieved with ICT: 1) the use of a large amount of
data, 2) ease of visual comprehension, and 3) asynchronous learning activities. The students felt that the significanceof using ICT was that they could learn regardless of place and time, and that they could work at home or in a different
part of the classroom by using the collaborative editing function for issues that had previously been done on drawing
paper.

Homework

382

Whether students were given home-study assignments differed between schools. Private elementary schools assign
homework, while some public elementary schools do not have a network environment due to economic problems. As
a result, some students cannot do homework even if they want to.

SupportThe support that parents would like to receive from their children's teachers includes the amount of time the devices
can be used, charging the devices so that they can be used at school, and providing support for device malfunctions.
As for collaboration between parents and teachers, there is no system for sharing class content. Therefore, sharing aportfolio of children's learning time at school would help promote parents understanding of learning. The results also
showed that teachers looked for supporters because of the heavy burden of using ICT outside the classroom. It is
desirable to have a department or community that handles each type of job or service, such as those responsible for
networks, security, application distribution, and equipment terminals.
Table 1
Interviews with teachersA
A large amount of data can beutilized. Capable of asynchronous
learning activities.
2. Distribution of homework
Yes
3. Cooperation with Parents
Yes(Notices and attendance
confirmations only.)
4. Support needed
Responsible for networking, security
and applications, and equipment
terminals.
A: Private elementary school; B: Public elementary school
1. Effects of ICT

B
Easy to understand visually.
Capable of asynchronous learning
activities.
NoNo
We don't want more people, wewant support for each service.

Discussion
Based on the above research, the realization of the GIGA school concept requires not only the improvement ofteachers' skills and the enhancement of the curriculum, but also cooperation between parents and teachers and theassignment of supporters to teachers. In the U.S., Dojo and Google Classroom are used for communication withparents. Teachers can communicate with parents individually and tell them whether homework is due and about the
progress of issues. Google Classroom allows the sharing of portfolios, allowing parents to check the progress of school
issues and their children's work. If a framework that allows children to continue learning at home using ICT iscompleted while referring to overseas examples and using private support systems, it will be possible to realize anenvironment in which learning does not stop, even when face-to-face learning cannot continue because of earthquakes,
disasters, and infectious diseases. To consider concrete support methods for ICT use, more opinions must be collectedfrom teachers who struggle with the GIGA school concept.

References
Benesse Educational Research and Development Institute(2023) Preliminary Results of the "Japanese Longitudinal
Study of Children and Parents.
National Institute for Educational Policy Research(2023) Key Points of PISA 2022
Noborimoto,Y and Takahashi,J. (2021)A Survey of Parents' Attitudes toward the Preparation and Use of One-to-One
Computing in Primary and Secondary Education, Information and atechnology in Education and Learning, 45:157160.
Tracey,B. and Francesca,G. (2019) Educating 21st Century Children:Emotional Well-being in the Digital Age, OECD.

383

An empirical study of generative artificial Intelligence technology
supporting EFL students' learning
Huilin Zhang
Wenzhou University, Chinazhanghuilin17@gmail.com
Gang Yang
Wenzhou University, China
hnyg7906@163.com
Youyou Zhang
Wenzhou University, China
932625897@qq.com
Wei ZhouWenzhou University, China
2468587302@qq.com

Abstract
As a new educational medium, generative artificial intelligence (GAI) has been widely used in the field of
language learning. This paper designs a human-computer interaction model based on generative artificial intelligence.
Compared with the traditional human-computer interaction mode, it can help students improve their speaking skills
by simulating real conversation scenarios and providing immediate feedback. A quasi-experimental method was usedin this study. Forty-two college students were selected as research objects and divided into experimental group andcontrol group. The experimental group used generative artificial intelligence tools for oral English training, and thecontrol group used traditional artificial intelligence tools for training. After a semester of training, the results showedthat the experimental group performed better in verbal logic expression than the control group. In addition, in termsof oral anxiety, the psychological anxiety of the experimental group was significantly improved. Therefore, GAI
integrated oral teaching is worth spreading and applying in second language teaching.
Keywords: Oral expression, generative artificial intelligence, human-computer interaction, educational media

Introduction
Oral English is regarded as an indispensable skill in English learning. In the traditional teaching of Chinese
universities, the cultivation of oral English expression ability is carried out in the form of listening and speaking
training, which is often overlooked (Zou, 2023). Therefore, the traditional oral English teaching still faces difficulties,
mainly focusing on oral dialogue and personal expression. For example, problems in personal expression are
manifested as pronunciation difficulties and insufficient vocabulary, and students are prone to psychological anxiety(Jiang, 2022). Therefore, how to use more intelligent educational media to improve the oral human-computerinteraction mode is particularly important.
In order to improve the oral expression ability of English students, this study proposes a human-computerinteraction model based on generative artificial intelligence, and conducts a quasi-experimental study to verify its effect.
Then, the research mainly focuses on the following problems.
RQ1: Compared with the traditional AI interaction mode, is the GAI based human-computer interaction mode
more effective in improving students' verbal expression ability?

384

RQ2: Compared with the traditional AI interaction model, is the GAI based human-computer interaction model
more effective in reducing students' oral learning anxiety?

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385

Development of a Class in which Students Watch News Videos
with Statistical Information Using Critical Thinking
Shuto NACHI
Waseda University, Saitama, Japann.t.shm.5joy@fuji.waseda.jp
Kyohei SAKAI
Tokoha University, Shizuoka, Japank-sakai@sz.tokoha-u.ac.jp
The purpose of this study was to conduct a practice in which students were asked to critically watch news videos withstatistical information, and to clarify whether this practice promotes the improvement of critical thinking skills. The resultsof the evaluation revealed that the practice promoted the improvement of critical thinking skills in the areas of (1)Clarification, (2) Examination of the basis for inference, and (3) Inference.

Keywords: News Videos, Statistical Information, Critical Thinking, Mathematics Education

Introduction
Statistical information used in news on television, radio, newspapers, and the Internet can sometimes be misleading torecipients. To obtain correct information from the news, it is necessary to judge whether the statistical information
used is reliable. In addition, Even if correct statistical information is used, it does not necessarily mean that the derived
claims are correct (Alberto 2020). It is important to evaluate whether the claims are not exaggerated or not.
One of the skills needed to obtain correct information from news videos is critical thinking. Critical thinking is“reasonable reflective thinking focused on deciding what to believe or do” (Ennis 1987). Kusumi (2013) describes thecritical thinking process when obtaining information as including (1) Clarification, (2) Examination of the basis for
inference, (3) Inference, and (4) Decision-making. The purpose of this study is to develop a practice that allows
students to experience Kusumi's critical thinking process when viewing news videos containing statistical information,and to determine whether the practice promotes the development of critical thinking skills.

Teaching Practice Method
Outline of Class Practice
We implemented this practice with 50 first-year high school students at Z High School, having them critically watch
news videos using statistical information in Mathematics I “Analysis of Data.”
Development of the news videos
Six news videos were developed, two for each class. Each video featured one moderator and one professor, with thevideos formatted as a Q&A session where the professor answered questions from the moderator. The researcher anda teacher from Z High School played moderator and professor. Each video was about 1 minute and 30 seconds long.
Worksheet Development
The worksheet was created so that participants can experience (1) Clarification, (2) Examination of the basis for
inference, (3) Inference, and (4) Decision-making (Kusumi 2013). The first half of the worksheet consists of “STEP0”
to “STEP3,” while the second half consists of “STEP0” to “STEP2”.
“STEP0” is the stage of (2) Examination of the Basis of Inference, in which the participants examine whether the basis
is based on reliable statistical information. The worksheet is structured so that the participants can work on (2)Examination of the basis for inference before “STEP1” (1) Clarification.
In “STEP0”, students pause the video when they see an incorrect line graph on the screen behind the presenter andthe professor. They then write the correction in the blank space for appropriate line graph.
“STEP1” is the (1) Clarification stage, in which students clarify the claim and rationale of the news video. In the threeblank spaces in the “Claim” column in the right frame, students fill in the “claim” by carefully listening to theprofessor's words in the video.
“STEP2” is the (3) Inference phase, in which one evaluates whether claims based on statistical information are notovergeneralizations.

386

“STEP3” is the (4) Decision-making phase, in which participants judge the reliability of the news images throughdialogue with others. Participants write in the “STEP3” column at the bottom of the worksheet what they noticed intheir peers' worksheets and what they modified in their own worksheets.
The second half of the worksheet was created using the same themes and the same statistical information as the first
half, but with different data values.
Classroom Practice
The first researcher conducted the class practice in five phases: 1) Classroom overview, 2) Filling in the first half of
the worksheet, 3) Group interaction, 4) Explanation, and 5) Filling in the second half of the worksheet.
1) Classroom Overview: During the first five minutes, students understood the objectives and contents of the lesson
and learned how to fill in the worksheet through a PowerPoint presentation.
2) Filling in the First Half of the Worksheet: Students had 10 minutes to fill in the first half of the worksheet. Eachstudent watched a news video on a terminal, pausing and replaying the video as needed.
3) Group Interaction: Students formed groups of about six and exchanged worksheets (the first half) for 10 minutes.
They passed their worksheets around, asked questions about unclear content, and filled out “STEP3” based on theirobservations.
4) Explanation: Students had 10 minutes to listen to an explanation of the first half of the worksheet using aPowerPoint presentation.
5) Filling in the Second Half of the Worksheet: Students had 10 minutes to fill in the second half of the worksheet,again watching the news video and filling out steps from “STEP0” to “STEP2.”

Evaluation Method
In order to clarify whether the practice promoted the improvement of critical thinking skills, we scored the first andsecond halves of the worksheets “STEP0,” “STEP1,” and “STEP2” in each class session, and analyzed the growth ofscores using a corresponding t-test. We analyzed the overall improvement using scores from the first half of the firstworksheet and the second half of the third worksheet.

Results
The worksheets from the first to the third session were scored on a 5-point scale for “STEP 0,” a 3-point scale for“STEP 1,” and a 2-point scale for “STEP 2. In order to clarify the extent to which critical thinking skills were
improved as an overall effect of the three lessons, we analyzed the growth of “STEP0,” “STEP1,” and “STEP2”
using the scores of the first half of the first worksheet (the first statement) and the second half of the thirdworksheet (the last statement), with a corresponding.
A t-test was used to analyze the growth of “STEP0,” “STEP1,” and “STEP2. The analysis included 45 students who
had participated in both the first and third class sessions. The results of the analysis showed that in all the phases,“STEP0” (t(44)=10.79, p<.01, d=1.81), “STEP1” (t(44)=7.21, p<.01, d=1.52), and “STEP2” (t(44)=14.71, p<.01,
d=3.14), the score in the first half of the first worksheet, which was written first, was higher than that in the second
half of the last worksheet.

Discussion

The purpose of this study was to determine whether the practice of having students critically watch news videos
containing statistical information promotes the development of critical thinking skills when watching news videos
containing statistical information. Analysis using scores from the first half of the first worksheet (first statement) andthe second half of the third worksheet (last statement) showed that scores for the last statement were higher thanthose for the first statements in all “STEP0,” “STEP1,” and “STEP2. This suggests that the developed practicefacilitates the development of critical thinking skills when viewing news videos containing statistical information.
However, the different themes and statistical information used in the first half of the first session and the second
half of the third session require caution in drawing conclusions.

References
Alberto, C. (2020) The Art of Spotting Lies in Graphs University of Miami Visual Journalism Course. Diamond, Inc.
Ennis, R. H. (1987) A Taxonomy of Critical Thinking Dispositions and Abilities.In J. B. Baron and R. J. Sternberg(Eds.)Teaching Thinking skills: Theory and Practice.
Kusumi, T. (2013) Critical thinking for good citizens. Japanese Psychological Association ed. Psychology World.
Shinpakusha, pp58

387

Media Use in Technology Integration Framework for ServiceLearning Pedagogy: A Call to Policymakers
Sobe McMahon
Aichi University of Education; Japan
skr24006@auecc.aichi-edu.ac.jp
Hironari NOZAKI
Aichi University of Education, Japan
nozaki@auecc.aichi-edu.ac.jp

Abstract
This article examines the critical role of media and technology integration in enhancing service-learningpedagogy, urging policymakers to support comprehensive service-learning curricula. Service-learning, an educational
approach that combines academic learning with community service, benefits significantly from the strategic use ofdigital tools. Technology expands access to information, facilitates communication and collaboration, enhancesreflection and assessment, and promotes student engagement. A structured framework for technology integration isessential, encompassing infrastructure, professional development, curriculum design, assessment, and partnerships. In
this research a Technology Integration Framework for Service-Learning model is used as a guide to assess where in
the service-learning education framework is media useful. Policymakers are urged to highlight the benefits of servicelearning, promote equity and inclusion, support funding, facilitate collaboration, and establish evaluation mechanisms.
By advocating for these policies, policymakers can ensure that service-learning programs effectively prepare students
for a digital and interconnected world, fostering civic responsibility and community development. Media use in servicelearning pedagogic approach not only enriches the educational experience but also strengthens community ties,
creating a mutually beneficial partnership between students and their communities.
Keywords: Integration, Media, Policymakers, Service-learning, Technology

388

Development of an Automated Pointing System for Lecture Videos
Hidetoshi Akimoto
Tohoku University, Japanakimoto8961@gmail.com
Toru Nagahama
Tohoku University, Japan
toru.nagahama.a7@tohoku.ac.jp
Abstract: Effective presentation methods in lecture videos are crucial for enhancing educational outcomes. In particular,
pointing, which synchronizes visual and auditory cues in instructional materials using an instruction stick or mouse cursor,
can significantly improve learning effectiveness. Previous research by Tanaka et al. (2015) demonstrated that automating
pointing reduces visual disruptions caused by hand tremors and enhances visibility compared to manual pointing methods.
However, their system faced limitations such as fixed timing and delays, making it unsuitable for lecture videos. This study
aims to address these challenges by developing a new "automatic pointing system for lecture videos." An experiment involving
30 university students compared three video formats: no pointing, manual pointing by instructors, and automatic pointing
by the system. Results showed no significant difference in learning outcomes among the formats. However, videos with
automatic pointing received higher ratings for "ease of understanding," "finding relevant content," and "screen visibility."
Yet, no significant differences were observed in terms of "fatigue susceptibility" or "ease of maintaining concentration.

Keywords: Educational system development, lecture videos, pointing, multimedia teaching materials

Introduction
Background
Effective presentation methods are an important research topic in lecture videos. In particular, pointing, which
synchronizes visual and auditory information of the material with an instruction stick or mouse cursor, can enhance
educational effectiveness. For example, Mochida et al. (1997) and Ando and Ueno (2008) showed that the use ofpointing significantly increased the percentage of correct responses in memory retention and comprehension tests. On
the other hand, advances in information technology, including speech recognition, have made it possible to automate
pointing. Tanaka et al. (2015) developed a system to point to relevant parts of materials in real time during apresentation. Their subjective evaluation questionnaire results showed that automated pointing significantly improved
visibility compared to manual pointing, due to the reduction of flicker caused by hand tremors when using a laser
pointer. However, due to the real-time processing of Tanaka et al.'s system, the timing of pointing cannot be freely
adjusted, and there is an average delay of 2.03 seconds from audio to pointing. In addition, this system is not suitablefor pointing in lecture videos because it assumes that the material is read out loud. In this study, we will devise a new
method and develop an "automatic pointing system for lecture videos" based on Tanaka et al.

Research Design & Methods
System Development. In this study, we developed a system that automatically applies pointing gestures to lecture
videos. The system operates as follows: Initially, the lecture audio is converted into text data using a speech recognition
model. Concurrently, the lecture slides are transformed into text data utilizing the python-pptx library. These text
datasets are then processed through an embedding model to compute their semantic similarity. Finally, OpenCV isemployed to generate video data that points to the relevant sections of the slides corresponding to the lecturer’s speech.
Figure 1 shows an overview of the system.
Experimental Setup. To verify the effectiveness of the system, an experiment was conducted with 30 university
students. Participants, divided into three groups based on their pre-test scores to ensure equal quality, were each showna video lecture under one of three formats: without pointing, with manual pointing by the instructor, and with
automatic pointing by the system. Each group was then given a post-test. After the test, the other two types of lecture
videos were presented and a questionnaire was conducted. It used a six-point Likert scale was used and included an
open-ended question asking whether they rated automatic or manual pointing higher and why.

Results and Discussion

389

The test results showed that the post-test scores for all groups were higher than the pre-test scores, indicating that all
formats of the lecture videos had a certain learning effect. However, there was no significant difference in learning
effect among the video formats. The results of the questionnaire showed that the lecture videos with automatic
pointing were rated higher than the without pointing format in terms of “ease of understanding,” “ease of finding theright place to look,” and “ease of viewing the screen.” However, there was no significant difference between theautomatic pointing and the manual pointing formats. Additionally, there was no significant difference in “tendency tocause fatigue” and “ease of maintaining concentration” among all formats. The open-ended questions revealed that 20participants found automatic pointing easier to learn from, while 10 participants preferred manual pointing. Some of
the reasons for their preferences are summarized in Table 1.
Figure 1
System Development Methods
University H

University K

15
12
9
6
3
0
2018

2019

2020

2021

Table 1
Some of the reasons for their preferences
Reasons for Rating Automatic Pointing Higher

Reasons for Rating Manual Pointing Higher

It was easier to understandwhat was being explainedwith a frame line than with
dots.
With the laser pointer, myeyes would flicker and I
would get tired.

The pointing was moving, so
Manual Pointing was a little
it was easier to understandtoo noisy for me because of
the point I was learning.
the way it was highlighted.

The red squares made it
clearer where to read thematerial at the moment.

It was easier to follow with
I didn't like the fact that the
Because I could follow it
my eyes if only one pointdots were moving.
with my eyes.
was shining.

The results suggest that automatic pointing by the developed system does not affect learning effectiveness. However,it was suggested that automatic pointing improves learners' subjective evaluations of "ease of understanding," "ease offinding the right place to look," and "ease of viewing the screen." Furthermore, the results suggest that automatic
pointing does not contribute to "tendency to cause fatigue" or "ease of maintaining concentration." Additionally, thefree-text responses revealed that many participants rated automatic pointing higher than manual pointing. However,some participants rated manual pointing higher, as indicated by the free-text and questionnaire responses. Therefore,
it is not possible to conclude that automatic pointing is rated higher by all participants.

References
Mochida, N., Fukuzoe, S., Nakayama, M., & Shimizu, Y. (1997). Experimental study on presentation methods oflearning texts - focusing on the effects of summary display and pointer use. Japan Journal of Educational
Technology, 19(4), 189-196.
Ando, M., & Ueno, M. (2008). Effect analysis of pointer presentation in e-learning multimedia materials based on the
dual-channel model. Japan Journal of Educational Technology, 32(1), 43-56.
Tanaka, M., Takahashi, J., Okura, K., & Murase, K. (2015). Development of a presentation support system that
automatically presents explanation points synchronized with oral explanations. IEICE Technical Report,
115(35), 73-77.

390

Development and Educational Application Research of Emotion
Recognition System Assisted by Large Language Models
Lyu Ziying
Wenzhou University, China
1074560317@qq.com

An LiyanWenzhou University, China
anliyan050515@gmail.com

Abstract
This paper presents the development of a facial emotion and attention recognition software powered by alightweight deep learning model, which is integrated into an educational framework. The software encompasses three
key functionalities: facial emotion recognition, attention detection, and classroom engagement tracking. Additionally,
it incorporates a feedback platform and a large language model, enabling real-time communication between students
and the model. This interaction allows teachers to obtain instantaneous insights into students’ emotional and cognitive
states, thereby facilitating timely adjustments in teaching strategies and classroom dynamics.The software is designed
to be universally compatible with all types of processors and requires minimal hardware specifications, such as basic
webcams and standard computer setups. This accessibility ensures that the software can be easily implemented indiverse educational settings without the need for high-end technological investments.To validate the effectiveness ofthe software, a controlled experiment was conducted at a public primary school in Ouhai, involving 86 sixth-gradestudents. The study utilized a comparative approach to assess the impact of the software-enhanced teaching method
against traditional teaching practices. The results indicated a significant improvement in the emotional regulation
abilities of students who used the software, underscoring its potential as a transformative educational tool.The
development of this software not only demonstrates the practical application of advanced AI technologies in theclassroom but also lays a solid foundation for future research in precision data-driven education. By integrating realtime emotional and attentional data into the teaching process, it offers a novel approach to enhancing student
engagement and optimizing learning outcomes.
Keywords: Facial Emotion Recognition; Attention Detection; Educational Technology; Deep Learning; Classroom Engagement391

SVVR-based Technological Intervention's Impact on STEM Career
Awareness and Emotional Engagement
Chen Shen
Wenzhou University, China
chrmychen@gmail.com
Ge Ruirui
Wenzhou University, China
18069320560@163.com
Lai Wenhua
Wenzhou University, China
laiwenhua@wzu.edu.cn
Liang Chen
Wenzhou University, China
lc1835801545@163.com

Abstract
Due to the increasing demand for skilled professionals in science, technology, engineering and mathematics(STEM) fields, there is an urgent need to inspire young students to pursue careers in STEM fields. Consequently,
educators are actively exploring new ways to raise students' awareness of STEM careers. However, in traditional STEM
education, students' experience of STEM may be limited to the knowledge they gain from books or from simulated
experiments in the classroom. They find it difficult to understand STEM applications and lack STEM career awarenessdue to the lack of practical experience and interaction with real STEM environments. To address this problem, thisstudy conducts a quasi-experimental study in which the experimental group uses SVVR technology and the control
group uses graphic media, and applies SVVR to STEM education in the fifth grade of primary school. The results
showed that students in the experimental group showed significant increases in STEM career awareness and emotional
engagement compared to the control group, and that students with low levels of emotional engagement showed moresignificant increases in emotional engagement after using SVVR compared to students with high levels of affective
engagement. The results of this study have implications for more effective STEM career exploration.
Keywords: Emotional engagement, STEM Career awareness, STEM education, SVVR

Research Design & Methods
2.1 Participants
The study involved 53 fifth-grade students, aged 10 to 12, from a private school in a southeastern coastal city in China.
These students are proficient in using mobile devices and are at a critical stage of career concept formation.

2.2 Methodology
Employing a quasi-experimental design, the study evaluated the impact of SVVR technology on STEM education,utilizing scales to track changes in STEM career awareness and Emotional engagement.

2.2.1 STEM Career Awareness

392

The STEM Future Career Interest Survey (STEM Future-CIS), adapted from Playton et al. (2023), a 25-question tool
covering science, technology, maths, and engineering, was utilized. Scoring was conducted on a 5-point Likert scale,with a Cronbach alpha of 0.873, ensuring reliability (Appendix I).

2.2.2 Emotional Engagement
Adapting the Fredricks (2005) Learning Engagement Scale for STEM career emotional engagement, the 6-item
Likert scale included a reverse question, resulting in a Cronbach alpha of 0.751 for high reliability (Appendix II).

2.3 Experimental Design
This quasi-experimental study aimed to evaluate the impact of SVVR on two dependent variables: STEM Career
Awareness and Emotional Engagement. The sample randomly assigned to an experimental group (26 students) and acontrol group (27 students).

2.3.1 Experimental Conditions
The experimental group experienced a modern garment factory through SVVR, contrasting with the control group's
use of graphic media materials. Both groups were instructed by the same teacher for 50 minutes, with theexperimental group's SVVR exposure limited to less than 15 minutes to prevent visual fatigue.

2.3.2 Experimental Procedure
A pre-test assessed baseline STEM career awareness and Emotional Engagement. Students then engaged in group
activities using either SVVR or graphic materials. Post-test data collection included the STEM Career Awareness
Scale, Emotional Engagement Scale, and in-learning guide sheets, facilitated by a snowball discussion method.

2.3.3 Learning Activity Design
In the 'If you are an engineer' activity, students experienced a two-stage learning process to enhance theirunderstanding of the engineering profession. Initially, The experimental group explored garment manufacturing
through SVVR, identifying issues and clarifying needs with interactive labels and audio. The control group,
meanwhile, relied on graphic media materials for the same exploration. Both groups then transitioned to a discussion
phase, where they collaboratively addressed engineering challenges and shared insights, aiming to deepen theirknowledge and interest in the field.

References
Fredricks, J. A., Blumenfeld, P., Friedel, J., & Paris, A. (2005). School engagement. What do children need to flourish? Conceptualizing
and measuring indicators of positive development, 305-321.
Playton, S. C., Childers, G. M., & Hite, R. L. (2023). Measuring STEM career awareness and interest in middle childhood STEM
learners: Validation of the STEM future-career interest survey (STEM future-cis). Research in Science Education, 54(2), 167–
184.

393

Designing a Method to Support Collaborative Learning that
Incorporates Reflection to Promote Positive Belief in Collaboration
Kaisei ISHII
Department of Mathematics and Science Education, Graduate School of Science, Tokyo University of Science, Japan
1723501＠ed.tus.ac.jp
Kento NAKAMURA
Department of Mathematics and Science Education, Graduate School of Science, Tokyo University of Science, Japan
1722706＠ed.tus.ac.jp
Yuki WATANABE
Department of Mathematics and Science Education, Graduate School of Science, Tokyo University of Science, Japan
wat＠rs.tus.ac.jp

Abstract
Japanese students have a low positive belief in collaboration, which may reduce the effectiveness of collaborative
learning. Therefore, we must examine a method to support collaborative reflection during collaborative activities. This
study aims to develop a method to support collaborative reflection during activities after students finish their activities
to promote positive belief in collaboration. We will interview secondary mathematics teachers to develop a
collaborative script for the method.
Keywords: collaborative learning, belief in collaboration, reflection

Introduction
Johnson et al. (1998) report that collaborative learning improves academic performance, interpersonal skills, andself-esteem compared to individual learning and learning with competition from others. Moreover, Nagahama et al.
(2009) point out that learners may fully realize the effect of collaborative learning if they are sufficiently aware of themeaning and function of collaborating and helping others. However, the PISA 2015 survey reveals that few Japanese
students think that “I can show my ability in collaborative work” and “I prefer collaborative work to work alone”(National Institute for Educational Policy Research 2017). From the above, we need to improve students’ belief incollaboration.
Johnson et al. (1991) identify that teachers should include reflection time on group activities as a condition for
creating an environment for collaborative learning. Sugie (2011) also states that students can rediscover the significanceof collaboration and foster a positive attitude towards collaboration by including reflection time. However, students
were less likely to reflect on their actions during activities to achieve the task in project-based learning (Ueda, 2017).
Thus, we should support students to reflect on their actions during activities.
Collaborative scripts are one of the ways to support students’ reflection, which provide scaffolding and guidancein completing collaborative learning activities (Popov et al. 2019). Wang et al. (2017) reported that collaborative scripts
increased opportunities for students’ reflection during activities. Therefore, we assume that collaborative scripts will
support students’ reflection on their actions after activities.
This study aims to develop a method to support collaborative reflection after activities are finished, promoting
a positive belief in collaboration.

394

Research Designs & Methods
Alexander et al. (1977) developed the pattern language to help citizens with insufficient knowledge become
involved in urban development. Even unfazed students can use pattern language to become more reflective on theiractions since pattern language describes situations, problems, and solutions separately. Here, we refer to the patternlanguage structure used to develop collaborative scripts, which comprise three parts: situation, problem, and solution.
We will interview secondary mathematics teachers to determine what activities support students’ reflections. Theinterviews comprise the contents described in the mining interview pattern by Iba (2014):
1.

What do you advise junior or new teachers when they will do the activity with their students?

2.

Why is the point important, and what problems might arise if you do not follow it?

3.

Under what situations can problems occur?

We will summarize the results of the interviews and develop a card-type collaboration script. After that, we will
have students use it in collaboration reflection and verify whether students’ positive belief in collaboration improve byusing the cooperative work perception scale (Nagahama et al. 2009). At the conference, we will present the interview
results.

References
Alexander, C., Ishikawa, S., & Silverstein, M. (1977). A Pattern Language: Towns, Buildings, Construction. Oxford
university press
Iba, T. (2014). A pattern of Mining Interview. https://www.slideshare.net/slideshow/ss-36878577/36878577 (inJapanese)
Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Cooperative learning returns to college what evidence is therethat it works? Change, 30(4), 26-35. https://doi.org/10.1080/00091389809602629
Nagahama, F.，Yasunaga, S.，Sekita, K., & Kouhara, S. (2009). Development of a Scale to Measure belief incooperation．Japanese Journal of Educational Psychology，57(1), 24-37. https://doi.org/10.5926/jjep.57.24 (InJapanese)
National Institute for Educational Policy Research (2017). Programme for International Student Assesment (PISA)
2015

Collaborative

Problem-Solving

SkillsSurvey-Summaryofinternational

results.

https://www.nier.go.jp/kokusai/pisa/pdf/pisa2015cps_20171121_report.pdf (in Japanese)
Popov, V., Biemans, H. J., Fortuin, K. P., van Vliet, A. J., Erkens, G., Mulder, M., Jaspers, J., & Li, Y. (2019). Effects
of an interculturally enriched collaboration script on student attitudes, behavior, and learning performance in a
CSCL environment. Learning, Culture and Social Interaction, 21,100-123. https://doi.org/10.1016/j.lcsi.2019.02.004
Sugie, S. (2011). An Initiation to Cooperative Learning. Nakanishiya Shuppan (in Japanese)
Ueda, H. (2017). The impact of learning activities on learners’ reflection in project-based learning. Japan Journal of
Educational Technology, 40(Suppl.), 133-136. https://doi.org/10.15077/jjet.S40071 (in Japanese)
Wang, X., Kollar, I., & Stegmann, K. (2017). Adaptable scripting to foster regulation processes and skills in computersupported collaborative learning. International Journal of Computer-Supported Collaborative Learning, 12,153-172.
https://doi.org/10.1007/s11412-017-9254-x

395Developing The Self-Efficacy of Novice Programmers
Through a Multiplayer Game
Genta Togashi
University of Hawaiʻi at Mānoa, USA
genta@hawaii.edu

Abstract
The growing demand for information technology such as artificial intelligence and robotics has led to anincreased need for Computer Science (CS) graduates. Nevertheless, instructing students in programming continues topose a major hurdle in CS education (Bennedsen & Caspersen, 2019), as newcomers to the field often face multiple
obstacles in mastering programming skills. One of the key constructs related to the issue is self-efficacy, which refers
to an individual's belief in their ability to succeed in specific situations or complete a task (Bandura, 1977, 1982, 1986,1997). Studies have found that self-efficacy plays a vital role in academic achievement in CS courses (Steinhorst et al.
2020) and influences learners’ effort and persistence in programming tasks (Lin et al. 2023). An effective strategy toenhance learners' self-efficacy is incorporating a game into programming practice activities. Previous studies haveconsistently reported that well-designed educational games can enhance learners’ self-efficacy (Chase et al., 2021).
Thus, this project aims to enhance the self-efficacy of novice programmers through a turn-based multiplayer coding
game, as shown in Figure 1. A turn-based multiplayer game involves multiple players in an environment where players
can either compete or collaborate with each other. As one player engages in a programming task within the game,
fellow players have the chance to observe it, fostering opportunities for observational learning and social interaction
among players. This approach not only helps reduce frustration, confusion, and anxiety that novice programmers
commonly encounter during individual coding practices, but also promotes learners’ mastery experience. Furthermore,
Bandura (1977, 1982, 1986, 1997) identified four sources of self-efficacy: mastery experience, vicarious experience,verbal persuasion, and physiological and affective state in the formation of self-efficacy. Consequently, it is anticipatedthat a game environment to stimulate such experiences, i.e., observational learning, will positively contribute to thedevelopment of self-efficacy. In order to obtain a comprehensive understanding of the intervention trial, this study
will utilize a mixed-methods quasi-experimental design with an explanatory sequential approach. A survey
questionnaire will assess the impact of the educational intervention on learners' level of self-efficacy, while follow-up
focus groups will explore how game features relate to participants' sources of self-efficacy. The data analysis will include
a joint display that visually links quantitative and qualitative data to show the relationship between increases in selfefficacy measurement and sources of self-efficacy. By combining both quantitative and qualitative data, this study aims
to draw new insights into the effectiveness of the game-based intervention.
Keywords: computer science education, game-based learning, programming, self-efficacy

396

Figure 1
A turn-based multiplayer coding game

References
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191.
Bandura, A. (1982). Self-efficacy mechanism in human agency. The American Psychologist, 37(2), 122–147.
https://doi.org/10.1037/0003-066X.37.2.122
Bandura, A. (1986). Self-Efficacy. In Social foundations of thought and action (Vol. 1986, p. p.390-453). Englewood Cliffs,
NJ.
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman and Company.
Bennedsen, J., & Caspersen, M. E. (2019). Failure rates in introductory programming: 12 years later. ACM Inroads,
10(2), 30–36.
Chase, C. C., Malkiewich, L. J., Lee, A., Slater, S., Choi, A., & Xing, C. (2021). Can typical game features haveunintended consequences? A study of players’ learning and reactions to challenge and failure in an educational
programming game. British Journal of Educational Technology, 52(1), 57–74.
Lin, G.-Y., Liao, Y.-W., Su, Z.-Y., Wang, Y.-M., & Wang, Y.-S. (2023). What drives undergraduates’ effort andpersistence in learning programming. Education and Information Technologies, 28(10), 12383–12406.
https://doi.org/10.1007/s10639-023-11670-3
Steinhorst, P., Petersen, A., & Vahrenhold, J. (2020). Revisiting self-efficacy in introductory programming. Proceedings
of

the

2020

ACM

Conference

onInternational

https://doi.org/10.1145/3372782.3406281

397

Computing

Education

Research,

158–169.

Roundtable Session2398

Evaluating an Escape Room Metaversal Quest as a Teaching and
Learning Tool for Undergraduate Students in an Open andDistance e-Learning
Lexter Mangubat
University the Philippines Open University
lexter.mangubat@upou.edu.ph
This paper outlines the development and evaluation of a gamified Metaversal quest designed as a teaching and learning toolfor instructional design theories within a three-unit undergraduate course at an open and distance e-learning university in thePhilippines. Utilizing FrameVR, the researcher created a virtual escape room environment where students must solve
instructional design-related challenges to progress through various levels and decipher a code that leads to a final quiz in thelearning management system. The primary objectives were to assess the impact of the Metaversal Quest on student
engagement and their attitudes toward the technology. The study involved 24 undergraduate students from an undergraduate
program. Data collection included surveys measuring perceived engagement, technology acceptance, and attitudes towards
technology use, supported by learning management system analytics. Findings indicated that students felt highly engaged withthe course, with a mean engagement score of 4.33, and perceived the Metaversal Quest to significantly enhance thisengagement (mean score 4.21). Strong positive correlations were found between perceived usefulness, ease of use, attitudes
toward use, and behavioral intentions, supporting the Technology Acceptance Model. Despite the high perceived engagement,
traditional LMS engagement metrics showed a weak correlation, suggesting a need for more comprehensive engagement
measures that capture cognitive, emotional, and behavioral dimensions. This study concludes that gamified learning
environments like the Metaversal Quest can boost student engagement and positive perceptions of learning in distanceeducation settings. However, further research with larger, more diverse samples and a mixed-methods approach isrecommended to validate these findings and refine the gamification strategies for broader educational contexts.

Keywords: educational metaverse, gamification, immersive learning, immersive media, metaverse
learning

Introduction

Gamification has been increasingly used in education to enhance student engagement and learning outcomes byintegrating game mechanics into non-game contexts. This study explores the use of a Metaversal Quest, a gamified
virtual reality experience mimicking an escape room game, to teach instructional design principles to undergraduate
students at an open and distance e-learning university. The Metaversal Quest was designed using FrameVR to create
an immersive environment where students must solve problems to progress through levels.

Research Design & Methods

The study employed a quantitative approach to investigate how the Metaversal Quest impacted students' perceived
engagement and attitudes toward technology use. Participants included 24 undergraduate students who chose
between a regular learning path and a gamified path involving the Metaversal Quest. Data was collected throughsurveys on perceived engagement, technology acceptance, and attitude towards technology, along with LMS
analytics. Descriptive statistics and non-parametric tests were used for data analysis.

Results

Engagement: Students reported high engagement with the course (mean score 4.33) and felt that the Metaversal
Quest significantly contributed to this engagement (mean score 4.21). The Spearman’s correlation test showed a strong
positive relationship between perceived engagement and the use of the Metaverse (Spearman’s rho=0.674, p<0.001).
However, there was a very weak negative relationship between perceived engagement and total LMS engagement(Spearman’s rho=-0.033, p=0.880).
Technology Acceptance: The survey results indicated high scores for perceived usefulness (mean = 4.091) andattitude towards use (mean = 4.227). Strong positive correlations were found between perceived usefulness, attitude
towards use, and behavioral intention to use the technology. These results support the Technology Acceptance Model,suggesting that students who find the Metaversal Quest useful are more likely to have a positive attitude towards it andintend to use it in the future.
Perceived Engagement vs. Behavioral Intention: There was a moderate positive correlation (Spearman’s
rho=0.425, p=0.048) between students' perceived engagement with the course and their behavioral intention to use

399the Metaversal Quest. This suggests that higher engagement levels can lead to greater acceptance and usage ofeducational technologies.

Discussion

The study’s findings indicate that the Metaversal Quest can significantly enhance student engagement and positive
perceptions of learning in a distance education setting. The high perceived engagement and positive attitudes
towards the Metaversal Quest align with existing literature on gamification and educational technology. However, theweak correlation between perceived engagement and LMS interaction metrics suggests the need for morecomprehensive measures that capture cognitive, emotional, and behavioral dimensions of engagement.

Conclusion

The Metaversal Quest has the potential to boost student engagement and positive perceptions of learning in distanceeducation. Despite limitations such as small sample size and lack of diversity, the findings provide preliminary
evidence supporting the effectiveness of gamified learning environments. Future research should include larger,
more diverse samples and mixed-method approaches to validate these findings and refine gamification strategies forbroader educational contexts.

References

Bouchrika, I., Harrati, N., Wanick, V. & Wills, G. (2021) Exploring the impact of gamification on student engagement
and involvement with e-learning systems, Interactive Learning Environments, 29:8, 1244-1257,
https://doi.org/10.1080/10494820.2019.1623267
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS
Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From Game Design Elements to Gamefulness: Defining"Gamification". Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future
Media Environments, 9-15. Available at: https://doi.org/10.1145/2181037.2181040
Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain:
A critical review. International Journal of Educational Technology in Higher Education, 14(1), 1-36.
https://doi.org/10.1186/s41239-017-0042-5
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of theevidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does Gamification work? -- A literature review of empirical studies on
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Huang B., Hwang G., Hew K., & Warning P. (2019) Effects of gamification on students’ online interactive patterns
and peer-feedback, Distance Education, 40:3, 350-379, https://doi.org/10.1080/01587919.2019.1632168
Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training andeducation. Pfeiffer. https://doi.org/10.1002/9781118254901
Kahu, E. R. (2013). Framing Student Engagement in Higher Education. Studies in Higher Education, 38(5), 758-773.
Available at: https://doi.org/10.1080/03075079.2011.598505
Kye, B., Han, N., Kim, E., Park, Y., & Jo, S. (2021). Educational applications of metaverse: possibilities and limitations.
Journal of Educational Evaluation for Health Professions, 18, 32. https://doi.org/10.3352/jeehp.2021.18.32
Mangubat, L., Dancalan, J., Habito, C., & Figueroa, R. B., Jr. (2024). Presence and situational interest of participantsof a virtual art exhibit in the metaverse: the case of Galeria Sinag. International Journal in Information
Technology in Governance, Education and Business, 6(1), 46–54. https://doi.org/10.32664/ijitgeb.v6i1.133
Moore, M. G. (1993). Theory of Transactional Distance. In D. Keegan (Ed.), Theoretical Principles of Distance
Education (pp. 22-38). Routledge.
Onu, P., Pradhan, A., & Mbohwa, C. (2023). Potential to use metaverse for future teaching and learning. Education
and Information Technologies. https://doi.org/10.1007/s10639-023-12167-9
Rahayu, F.S.; Nugroho, L.E.; Ferdiana, R.; Setyohadi, D.B. (2022) Motivation and Engagement of Final-Year Students
When Using E-learning: A Qualitative Study of Gamification in Pandemic Situation. Sustainability, 14, 8906.
https://doi.org/10.3390/su14148906
Wang, P., Wu, P., Wang, J., Chi, H. L., & Wang, X. (2022). The Impact of Virtual Reality on Learning Performance inDigital and Distance Learning Courses. Computers & Education, 175, 104318. Available at:https://doi.org/10.1016/j.compedu.2021.104318

400

International Exchange Activities between Cambodian andJapanese School Students to Foster Mutual Understanding
Misaki Sugimoto
Nihon Fukushi University, Japan
nw210265@n-fukushi.ac.jp

This study explores an exchange learning program between an after-school in Japan and a primary school in Cambodia.
Aimed at improving English skills and broadening perspectives, the program involves field research with local educators todevelop sustainable, mutually beneficial exchanges. Leveraging relationships with graduates from a teacher training college in
Siem Reap, the program includes online meetings supported by letters and video messages. Initial activities revealed low
interest among Japanese students, contrasting with the enthusiasm of Cambodian students. Weekly sessions improved
preparation and engagement, highlighting the need for prior education and participant involvement. Future research will
examine how diverse backgrounds influence international exchange

Keywords: Exchange Learning Program, Cultural Differences, Sustainability, Cambodia

Introduction
International understanding education has been increasingly implemented in many schools (e.g., Fujimoto, 2021). Dueto the impact of the COVID-19 pandemic, online exchanges have become more feasible, leading to various initiatives
for online exchanges with overseas schools. Through these activities, there are expectations for enhancing children's
abilities and qualities (e.g., Kimura, Kurokami, & Taniguchi, 2020). Based on this background, considering requests
from schoolchildren, I am currently planning an exchange learning program between an after-school program in Japanand a primary school in Cambodia. The purpose of this exchange is not only to improve English skills but also to allow
children of the same generation living in different countries to broaden their perspectives by learning about each other's
lives. I am considering specific methods of exchange between Japanese and Cambodian primary school students,
requirements for sustainability, and initiatives that will produce mutually beneficial impacts.

Methodology
Field research will be conducted in collaboration with local educators to establish specific exchange programs.
Relationships were built with graduates from a teacher training college in Siem Reap, Cambodia, during our university
years. I visited the area and interacted with primary school students in February of both last year and this year.
Leveraging these existing relationships, I have decided to implement our project plan in May and August. The online
collaboration meeting using Zoom is planned, but primary school students who are not native English speakers willneed some support to interact effectively. In fact, the importance of preparation in cultural exchange education has
been emphasized in previous studies (e.g., Imai, Shinagawa, & Nohata, 2009). Therefore, I plan to exchange lettersand video messages prior to the Zoom meetings. Furthermore, I aim to reflect on the outcomes of the May exchange
to improve the interactions in August.

Results and Discussion
Preparatory Activities
During the preparation period for the online collaboration meeting in May, I organized a series of activities todeepen Japanese elementary school students' understanding of Cambodia. These activities included informationalsessions about Cambodia, gift-making, and video letter creation. Initially, we conducted quiz-based activities, butsome participants showed low interest or negative reactions towards Cambodia. During the gift preparation phase,
there was a noticeable difference in motivation among the participants.

Online Exchange
The online collaboration meeting itself had fewer participants than expected, and some of them reacted with401

statements like "This is boring!" and "I don't want to do this." In contrast, the Cambodian students were eager toparticipate and engaged with smiles. This difference may be due to variations in the children's backgrounds and daily
lives.

Post Activities (or Reflection)
The post-exchange reflection highlighted the low interest of Japanese elementary school students in international
exchanges. To prepare for the August exchange, I designed a more effective program based on our previous
experiences. I conducted weekly sessions to enhance understanding of Cambodia, allowing all participants to prepare
adequately. By fostering an environment where students could teach and learn from each other, interest andparticipation levels improved, leading to higher-quality interactions. This experience demonstrated that successful
cultural exchange programs require prior education and engagement of participants. Additionally, further research isneeded to understand how differences in participants' backgrounds and daily lives affect their approach tointernational exchanges.

Online Exchange
The online meeting had fewer participants than expected, with some reacting negatively. In contrast, Cambodian
primary school students were eager and engaged with smiles and cheerfulness. This difference may stem fromvariations in backgrounds and daily lives. Approximately 40 students participated on the Cambodian side, as it was
conducted in a classroom setting. Analyzing the footage filmed in Cambodia, almost all the children were focused,
listening attentively to the online explanations, and reacting enthusiastically. In contrast, the Japanese primary school
children appeared more reserved, possibly due to shyness. There seemed to be a noticeable difference in the level of
expectation and enthusiasm for the exchange learning between Cambodian and Japanese children, but I plan to analyze
the details further in the future.

Post Activities and Preparation for the Next Stage
Post-exchange reflections revealed Japanese primary school students' limited interest in international exchanges. For
August, I've planned weekly sessions to deepen understanding of Cambodia, fostering an environment wherestudents teach and learn from each other. This experience emphasized the importance of prior education andengagement. Recent efforts to respect Japanese primary school students' autonomy and emphasize collaborative
preparation have increased Japanese primary school students' sense of ownership. These changes lead me toanticipate greater enthusiasm in the August sessions, aiming to bridge gaps between Cambodian and Japanese
primary school students.

Conclusion
This exchange program underscored the importance of mutual cultural learning between Japanese and Cambodianstudents. Challenges faced during initial preparations led to a more effective program for August. Creating anenvironment where participants could teach and learn from each other increased interest and participation. Moving
forward, research is needed to explore how diverse backgrounds and daily experiences influence approaches tointernational exchanges. This initiative highlights the critical role of education and preparation in successful cultural
exchange programs.

References
Fujimoto, N. (2021). Attractive Foreign Language Education in Elementary Schools created from the perspective ofInternational Education and Cross Cultural Understanding - Looking back on the results in Foreign Language
Education of Wakayama-, Graduate School of Teacher Education Wakayama University bulletin of Course Specializing in
Professional Development in Education, 6, 11-19.
Kimura, A., Kurokami, H, Taniguchi, K, (2020). Development and Effect of 'International Exchange Curriculum'
Utilizing Tablet PC at Elementary School, Japanese Journal of Educational Media Research, 26(2), 1-17.
https://doi.org/10.24458/jaems.26.2_1
Imai, H., Shinagawa, N., & Nohata, R. (2009). Natsuyasumi Kodomo Workshop “Sekaijuno nakamato issyoni”(Summer Children's Workshop “Together with Friends Around the World”), The Japan Foundation Journal on
Japanese-language Education, 5, 181-187.

402

Exploring Self-Reliance through the Internet:
The Case of Myanmar Refugees in Japan
Akari ASANO
Meiji University, Japan
cu233001@meiji.ac.jp
Yuko IWATA
Meiji University, Japanyukoiwata@meiji.ac.jp
Makiko KISHI
Meiji University, Japan
M_kishi@meiji.ac.jp

Abstract
Refugees in Japan have historically received both public and private support to adapt to life in the country.
However, in recent years, the accessibility of necessary information through the Internet has transformed the lives ofrefugees. For example, Kishi & Aoyama (2021), who studied the lives of Syrian refugees who evacuated to Turkey,
reported how Syrian refugees were living self-reliantly, using the Internet, building communities, and helping eachother. They claimed that Syrian refugees in Turkey used the Internet to live self-reliantly and support each other. NonTurkish-speaking Syrians used a smartphone to have a Turkish-speaking Syrian friend interpret and give directions toa taxi driver. Similarly, Asano (2024) reported that Ukrainian refugee children in Japan attended school online in theirhome country and that workers used the Internet to live self-reliantly, using their native language and skills.
In this way, even without public or private support, they can live firmly on their own, keeping their advantage of
the Internet environment, building their relationships, and living self-reliantly. From this perspective, self-reliance is
not an ability inherent in the individual. It is seen as the ability to contribute to society by maximizing one's abilities in
the relationships between people and the environment. This indicates that having access to only the Internet does notguarantee self-reliance. Kishi & Aoyama (2021) noted that the refugee knew the geography well enough to direct thecab driver and that his friend had a phone-enabled work environment. Galynska & Bilous (2022) noted that less thana month after the war began, the Ukrainian governments and educational organizations set up Internet-based learning
environments to enable displaced students to continue their studies in various locations. Therefore, analyzing how
people connect to the Internet and achieve self-reliance is essential, considering the complex interrelationships ofindividual, technological, and organizational factors.
To further understand these dynamics, this study will interview a Myanmar refugee, X, who came to Japan as a
refugee and has been living a self-reliant life there for an extended period. X came to Japan in the 1990s, when theInternet was not widespread. He is the central person who established a mutual support network to help people in thesame situation become self-reliant.
Therefore, this research aims to clarify how refugees became self-reliant in their living environment. In addition,
this study will focus on how the development of the Internet since the 1990s has affected him as a living environment.
The results of the analysis will be presented in detail at the conference.

Keywords: Internet, Refugee, Self-reliance

References
Asano, A. (2024). Support Construction of Transnational Refugees: Through the Case Study of Supporting Ukrainian
Refugees. Proceedings of the 45th Annual Conference of the Intercultural Education Society of Japan. 170–171.
Kishi, M., & Aoyama, M. (2021). ICT as an Environment for Supporting Learning and Building Connections: An
Analysis of Internet Use by Refugees. JAMCO Online International Symposium The Potential of Broadcasting and New
Media for Supporting Education During the Coronavirus Pandemic, 29, 89-104.
Galynska, O., & Bilous, S. (2022). Remote learning during the war: challenges for higher education in
Ukraine. International Science Journal of Education & Linguistics, 1(5), 1-6.

403

International Exchange Program and Borderless Collaborative
Learning in Expanding with ICT
Maro Kimizuka
Nihon Fukushi University Graduate School
maro-k@n-fukushi.ac.jp

Abstract
ICT has advanced, distances between countries have been reducing, which has enabled easy information sharing
and communication at any time and from any location, through advances in technology like gadgets such as
smartphones which are now owned by the majority of people. Furthermore, the rapid proliferation of internet
conferencing innovations amidst the COVID-19 pandemic has ultimately contributed to increased utilization both
domestically and on an international scale.
From the standpoint of international exchange, these advancements in ICT establish a conducive environment.
Faced with challenges such as uncertain prospects for school visits and face-to-face activities as a result of the COVID19 pandemic, we have been conducting "International Exchange Collaboration facilitated by ICT Platforms." This
study aims to leverage the experiences gained during the COVID-19 pandemic and to present findings on the practiceof "International Inquiry-Based Learning," proactively taking full advantage of the beneficial effects of face-to-faceand ICT-online interactions.
Keywords: exchange learning, inquiry-based learning, international collaboration, qualitative research

Collaborative Process
1. Collaborative Process during the COVID-19 pandemic
In 2020, we faced the COVID-19 pandemic. We faced the challenge of whether or not we would be able toimplement the international exchange programs that we had been approaching face-to-face. However, based on themotto "Education Never Stops," International Collaborative Learning also continued with the COVID-19 pandemic
through the use of Zoom.
Team Building for International Collaborative Learning:
We had each student give a presentation introducing
themselves and their culture via Zoom. Daily interactions among
students through “SNS (LINE)," which started with a student-tostudent approach, effectively enhanced the team building process.
SNS became an easy way for Japanese students unfamiliar withEnglish to communicate with each other, helping to build a
relationship that facilitated discussion (Fig. 1).

Fig. 1 Students’ Use of and Invitations on SNS

Speech Training for English Presentation in World Youth Meeting:Students collaboratively present what they have learnt
through homestays in Japan and the Philippines in an internationalpresentation competition WYM (World Youth Meeting). Theinternational presentation competition requires presentations inEnglish. This is a challenging activity for Japanese students.
Many Japanese students need help in presenting in English
because they have few opportunities to speak in English in their
daily lives. We conducted student-centered English speech training
utilizing Zoom breakouts. The Filipino students who teach try to

404

Fig. 2 Student-Centered English
Speech Training via Zoom

make comments in “easy-to-understand (English) expressions,” while the Japanese students who are taught make aneffort to “communicate accurately” using unfamiliar English. This simple speech training naturally led to deep
collaborative learning (Fig. 2).

2. Collaborative Process after the COVID-19 Pandemic
We have gained much experiential knowledge through international exchanges based face-to-face before
the coronavirus pandemic and through international exchanges centered on ICT during the COVID-19 pandemic.
We thought that this experiential knowledge would allow us to evolve the international exchange program, whichtends to be eventful and singular, into an ongoing activity throughout the year.
Hybrid Type of International Exchange Conference:
The experience of the ICT-centered international
exchange program during the COVID-19 pandemic has led tothe organization of a hybrid international exchange conference,
GLOBAL MEETUP, in 2021. ICT allows us to create learning
environments that transcend distance and time constraints.
Students and teachers from the Philippines, Japan, Taiwan andCambodia participated in the GLOBAL MEETUP, which took
advantage of these features (Fig. 3).

Fig. 3 GLOBAL MEETUP

Results and Discussion
Nihon Fukushi University Affiliated High School hosted a hybrid international exchange conference called
Global Meetup, with participants from the Philippines, Japan, Taiwan, and Cambodia, which was made successful
because of the host experience with ICT-centered international exchange programs. Through Zoom, students
showcased their culture, and regular conversations on the social networking site LINE improved teamwork bypromoting relationships and communication amongst Japanese students who are unfamiliar with English.
Furthermore, the event's focus on ICT-centred international exchange contributes to ongoing international exchange
throughout the year.
Many Japanese students require assistance since they have few opportunities to use English in daily life. A
student-centered English speech training using Zoom breakouts enables students to express accurately in unfamiliar
English, resulting in deep collaborative learning.

Conclusion
ICT enables accessibility for individuals in the same country or those in a different one, transcending
limitations of place and time. However, in-person or face-to-face communication is an excellent one that overcomes
language barriers. Real-time engagement is experienced, there is less room for distractions, language andcommunication skills are improved, and connections with others from diverse backgrounds are made possible.
In order to give students better educational chances, the researchers would like to further collectively
design SDGs for international collaborative inquiry-based learning while utilizing the advantages of both ICT and inperson engagement.

References

Kimizuka, M. (2021). ICT de Hirogaru "With Corona ni Okeru Kokusai Kouryu to Bo-daresu na Kyoudouteki
Manabi” (in Japanese) ["International Exchange Program and Borderless Collaborative Learning in coronavirus
pandemic" expanding with ICT], ICT Yume Kontesuto2021 "ICT Katuyou Jitusen Jireishu", 50-51.
WYM TEACHERS STEERING COMMITTEE. (2021) Teachers’ Feedback on WYM2021. Retrieved May 1, 2024,
from https://japannet.gr.jp/w2022/2021teacher.pdf

405

Development and Impact Exploration of a Prompt Engineering
Education Program for Middle-aged Women Pursuing Career
Transition
Ji Eun Ha
Ewha Womans University, Republic of Korea
janeha0209@gmail.com
Seyoung Lee
Ewha Womans University, Republic of Korea
ljk230@gmail.com
Jaesam Chung*
Ewha Womans University, Republic of Korea
chungj@ewha.ac.kr*Corresponding author

Abstract
This study aims to explore the impact of a prompt engineering education program for middle-aged women
pursuing career transitions. Based on Richey and Klein (2005) and Moussa (2024), the program consisted of 12 sessions
covering generative AI concepts and prompt engineering, including practical exercises. The data from learners who
participated in a job training course at the D Center in Seoul were analyzed. A mixed-methods analysis was performedon learners' perception, satisfaction, trust, and improvement suggestions for generative AI. As a result, firstly, learners
perceived generative AI as useful for tasks, information search, and skill enhancement, especially in educational
contexts. Secondly, they evaluated AI responses as systematic and content-rich, highlighting high satisfaction withincreased efficiency and knowledge range. Thirdly, learners viewed AI responses through prompt engineering as logicaland trustworthy. Finally, the program was seen as highly useful, with prompt engineering recognized as a key tool forwork and education. This study provides insights for designing learner-centered curricula and improving the programfor middle-aged women's career transitions in the AI era.
Keywords: career transition, generative AI, middle-aged women, program development, prompt engineering

406

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407

Development and Evaluation of Modeling-Related Problem
Posing Classes Aimed at Acquiring
Mathematical Modeling Competencies
Soya MIKI
Department of Mathematics and Science Education, Graduate School of Science, Tokyo University of Science, Japan
1723519@ed.tus.ac.jp
Shota HIGUCHI
Department of Mathematics and Science Education, Graduate School of Science, Tokyo University of Science, Japan
1724703@ed.tus.ac.jp
Yuki WATANABE
Department of Mathematics and Science Education, Graduate School of Science, Tokyo University of Science, Japan
wat@rs.tus.ac.jp

Abstract

Recently, mathematics education has begun to reflect the increased emphasis on mathematical modeling as
students must have mathematical modeling competencies.
Mathematical modeling is a method of problem-solving by mathematizing real-world problems and viewing themas problems in the mathematical world. However, mathematical modeling is insufficient for problem solving alone.
Then, problem posing has also been attracting attention.
In this study, we developed and evaluate a class for students to improve mathematical modeling competencies,
focusing on mathematical modeling and problem posing.
Keywords: Mathematical modeling, Problem Posing, Mathematical modeling competency

Introduction
Recently, mathematics education has begun to reflect the increased emphasis on mathematical modeling as
students must have mathematical modeling competencies (Cai et al., 2014). Ikeda & Yamazaki (1993) definedmathematical modeling as a method of problem-solving by mathematizing real-world problems & viewing them asproblems in the mathematical world. According to Blum & Leiß (2007), an ideal solution for mathematical modelingconsists of a seven-step cycle: (1) understanding, (2) simplifying and structuring, (3) mathematizing, (4) working
mathematically, (5) interpreting, (6) validating, and (7) exposing (shown in Figure 1). However, Leiß (2008) states thatthe actual process is usually not so linear. Schukajlow et al., (2015) define mathematical modeling competencies as theability to carry out the above process.
Figure 1
Seven-step cycle for mathematical modeling (Created based on Blum & Leiß 2007)

However, Hartmann et al. (2023) point out that most mathematical modeling studies provide real-world
problems and have students solve them. They point out that a process of problem discovery should be included inmathematical modeling activities, as problems are discovered and solved in a real-world.

408

A suitable process of problem discovery in mathematical modeling is problem posing. Problem posing is anactivity in which students create problems (Silver, 1994). Hashimoto et al. (1996) state that students must discover a
problem in problem posing. Learning to create a problem from a real-world situation and using the created problem
to do mathematical modeling is called modeling-related problem posing (Hartmann et al., 2023). Hartmann et al.,(2021) presented high school students with a real-world situation and asked them to create a problem and a solution.
They suggest this may be useful for developing mathematical modeling competencies. However, no quantitative
assessment of mathematical modeling has been carried out, and the impact of posing modeling-related problems onmathematical modeling competence needs to be investigated. Therefore, this study aimed to develop and evaluate alesson on modeling-related problem posing to improve mathematical modeling competence. To achieve the research
objectives, we carried out classroom practice. The lesson content is described below.

Research Design & Methods
To achieve the research objectives, we carry out classroom practice. The lesson provides support for themathematical modeling step, which has been deemed particularly difficult in previous research. First, we present thestudents with a real-world situation. After that, we then ask the students to carry out an individual activity. We ask thestudents to read the real-world situation and give them instructions to (1) understand and (2) simplify and structure
the steps of mathematical modeling, such as "What data can be calculated?" Next, give instructions such as "Create amathematical problem and solution" and "Make it realistic" to encourage (3) mathematizing, (5) interpreting, and (6)validating the mathematical modeling steps.
It is expected that the above classes will improve mathematical modeling competencies. At the conference, thetopics covered in class and the problems created by the students are presented and their mathematical modelingcompetencies are assessed.

References
Blum, W., Leiß, D. (2007) How do students’ & teachers deal with modelling problems?. In: Haines, C. et al. (Eds),
Mathematical Modelling: Education, Engineering and Economics, 12, 222-231
Cai, J., Hwang, S., Jiang, C., Silber, S. (2015). Problem Posing Research in Mathematics Education: Some Answered &Unanswered Questions. In: Singer, F., F. Ellerton, N., Cai, J. (eds) Mathematical Problem Posing. Research in
Mathematics Education. Springer, New York.
Hashimoto, Y., Yamashita, A., Maeda, M., Ishida, J., & Ikeda, T. (1996). A study on the development of a curriculum
based on problem-solving & open-ended approaches in elementary school mathematics. Journal of Research in
Mathematics Education, 48(2), 127-138. (in Japanese)
Hartmann, LM., Krawitz, J. & Schukajlow, S.(2021) Create your own problem!. When given descriptions of real-world
situations, do students pose & solve modelling problems?. ZDM – Mathematics Education,53, 919–935
Hartmann, LM., Krawitz, J. & Schukajlow, S. (2023) Posing & Solving Modelling Problems- Extending the Modelling
Process from a Problem Posing Perspective. Journal for Didactics of Mathematics, 44, 533-561
Ikeda, T., & Yamazaki, K. (2010). A case study on the goals of mathematical modeling in the introductory phase & its
teaching development. Japan Society of Mathematical Education, 75(1), 26-32. (in Japanese)
Leiß, D. (2008) Lehrerinterventionen im selbständigkeitsorientierten Prozess der Lösung einer mathematischen
Modellierungsaufgabe. Journal for Didactics of Mathematics, 29, 76–77
Schukajlow, S., Kolter, J. & Blum, W.(2015) Scaffolding mathematical modelling with a solution plan. ZDM Mathematics
Education 47, 1241–1254.
Silver, E. A. (1994) On mathematical problem posing. For the learning of mathematics,14(1), 19-28

409

Formative Design and Development XR based Simulation for CPR
Training
Daeun Kim
Chonnam National University, Republic of Korea
daeun@jnu.ac.kr
Huiryeong Kang
Chonnam National University, Republic of Korea
kangh2r4@jnu.ac.kr
Seonyul Lee
Chonnam National University, Republic of Korea
syul330@jnu.ac.kr
Jeeheon Ryu, Ph.D
Chonnam National University, Republic of Korea
jeeheon@jnu.ac.kr

Abstract
Cardiac arrest is a life-threatening condition that can occur suddenly and without warning, leading to a complete
cessation of the heart's functioning. It is a significant cause of death worldwide, and every year, thousands of cases arereported (Gugelmin-Almeida et al., 2021). In light of this, healthcare students and the general public must be familiar
with the cardiopulmonary resuscitation (CPR) process, which involves chest compressions to restore blood flow andoxygenation to the body (Birkun et al., 2021). Knowing how to perform CPR can make a significant difference in theoutcome of a cardiac arrest and can potentially save someone's life.
The approach to CPR training primarily focuses on procedural learning. This type of learning is essential fortrainees to understand and execute the necessary steps efficiently (Lauridsen et al., 2022). In other words, it is crucial
to provide context for learning. Therefore, to enhance the effectiveness of CPR training, incorporating extended reality(XR) into procedural learning creates a realistic and immersive environment. With XR, learners can repeatedly practiceprocedures in a controlled yet lifelike setting (Chernikova et al., 2020). It effectively bridges the gap between theoreticalknowledge and practical skills, allowing trainees to experience the urgency and complexities of real-life scenarios
without any risks. As a result, this study aims to develop a CPR training simulation by incorporating XR interactions
and evaluating its effectiveness.
This research study utilized a formative design approach to develop new CPR training simulations—the initialstages involved thoroughly analyzing existing CPR simulations to identify their strengths and weaknesses. The design
process then included wireframing, storyboarding, and paper prototyping to create the structure of the training
modules. The designs mainly focused on 3D space and included XR interaction components. Additionally, feedback
from experts and potential users was integrated to refine the prototypes. In the final phase, functional prototypes weredeveloped based on the designs and ready for practical application and further evaluation.
This study applied extended reality (XR) technologies to create immersive and interactive learning experiences
tailored for CPR training. By aligning XR interactions with advanced learning experience design, the training iscomprehensive but also intuitive and engaging. This approach is anticipated to significantly enhance learning, ensuringthat individuals are better prepared to perform CPR in real-world emergencies.
Keywords: cardiopulmonary resuscitation, extended reality, procedural learning, immersive learning environment, formative design

410

References
Birkun, A., Gautam, A., & Trunkwala, F. (2021). Global prevalence of cardiopulmonary resuscitation training among
the general public: a scoping review. Clinical and Experimental Emergency Medicine, 8(4), 255.
https://doi.org/10.15441/ceem.21.066
Chernikova, O., Heitzmann, N., Stadler, M., Holzberger, D., Seidel, T., & Fischer, F. (2020). Simulation-based learninginhighereducation:A

meta-analysis.

Reviewof

Educational

Research,

90(4),

499-541.

https://doi.org/10.3102/0034654320933544
Gugelmin-Almeida, D., Tobase, L., Polastri, T. F., Peres, H. H. C., & Timerman, S. (2021). Do automated real-time
feedback devices improve CPR quality? A systematic review of literature. Resuscitation Plus, 6, 100108.
https://doi.org/10.1016/j.resplu.2021.100108
Lauridsen, K. G., Djärv, T., Breckwoldt, J., Tjissen, J. A., Couper, K., & Greif, R. (2022). Pre-arrest prediction ofsurvival following in-hospital cardiac arrest: A systematic review of diagnostic test accuracy studies. Resuscitation,
179, 141-151. https://doi.org/10.1016/j.resuscitation.2022.07.041

411

Designing Inquiry Learning with Mathematical History to Foster
Students' Epistemic Curiosity
Mai Takahashi
Department of Mathematics and Science Education, Graduate School of Science, Tokyo University of Science, Japan
1723511＠ed.tus.ac.jp
Koki Tamaki
Department of Mathematics and Science Education, Graduate School of Science, Tokyo University of Science, Japan
1721702＠ed.tus.ac.jp
Yuki WATANABE
Department of Mathematics and Science Education, Graduate School of Science, Tokyo University of Science, Japan
wat＠rs.tus.ac.jp

Abstract
Arousing epistemic curiosity is one of the main goals of instruction. Epistemic curiosity is aroused when aknowledge gap occurs. One of the methods of learning that causes a knowledge gap is Researcher-Like Activity (RLA),
which is one of the methods of inquiry learning, and it has been pointed out that the process of discovering a problem
should be experienced as a task of adapting RLA to junior high school students. In this study, we designed an inquiry
learning lesson using the history of mathematics to arouse epistemic curiosity in secondary education mathematics
departments and verify their effectiveness.
Keywords: Inquiry-Based Learning, Epistemic Curiosity, History of Mathematics, Mathematics Education

Introduction
Arousing students' epistemic curiosity in the classroom is one of the main goals in academic instruction(Murayama et al. 2019). Epistemic curiosity refers to the desire that motivates behavior to explore knowledge andinformation (Peterson and Cohen, 2019). Uebuchi and Oashi (2019) identify a situation in which epistemic curiosity is
aroused as when a knowledge gap occurs. A knowledge gap is a discrepancy between previously learned content andunlearned content such as new questions, complex ideas, or unsolved problems (Litman et al., 2005).
Inquiry learning is a type of learning in which students construct new knowledge through new experiences basedon their existing knowledge and past learning experiences (Panaoura, 2016). Ichikawa (1998) proposed ResearcherLike Activity (hereafter RLA) as a method of inquiry-based learning. RLA refers to learning activities in which theresearcher's activities are imitated at the learner's level. One of the challenges of implementing RLA for junior highschool students is that it is difficult for them to discover mathematical questions like mathematicians (Kobayashi and
Irei, 2018). Lessons using the history of mathematics allows students to learn the process of inquiry mathematics(Kjeldsenc, 2016).
In this study, we design inquiry-based learning using the history of mathematics to stimulate epistemic curiosity
in secondary education mathematics and verify their effectiveness.

Research Design and Methods412

We designed a on the proof of Pythagoras’theorem using Wasan, a subject from the history of Mathematics.
Wasan is a type of mathematics that developed in Japan during the Edo period. Table 1 shows the flow of this lesson,which incorporates the history of mathematics into RLA. Hori and Irei (2015) point out that the affinity between
Wasan and the activities of mathematicians means that the activities of researchers are set in a natural context for
students. Therefore, it is believed that using Wasan will make it easier for students to explore mathematics as
researchers.
The designed lesson will be implemented in a workshop fir first and second year junior high school students.
We then ask participants to answer a questionnaire on epistemic curiosity, inquiry-based learning using of history
mathematics. At the conference, we plan to present the results of our analysis of the data obtained from thequestionnaire survey and the lessons we have designed.
Table1Mathematicians' activities in RLA and learning activities in this program1

Activities of mathematicians at the RLA
Activities to construct problems

2
3

Activities to construct solutions
Activities to express results

4

Peer evaluation and sharing activities

Activities of this program
Introduction to proofs using Wasan
Proof using “Tachiawase”
Proof using “Genzu”
Proof of Pythagoras’ theorem
Each group summarizes their proof method, makes
a presentation
Question-and-Answer session, Reflection

References
Hori, I., Irei, M. (2016). [Researcher-Like Activity of which theme is wasan] Wazan wo daizai to shita RLA:
tyuukanhappyou made no katsudou wo furikaette (In Japanese). Fukui University Educational Practice Research.
40, 59-70
Ichikawa, S. (1998). [Starting towards open learning - The role of schools in the 21st century] Hirakareta manabi he no syuppatsu– 21 seiki no gakkou no yakuwari. Kaneko shobo. 191-157 (In Japanese)
Kjeldsen, T. H. (2014). Teaching With and About the Nature of Mathematics through the History of Mathematics:
Enacting Inquiry Learning in Mathematics. Education Sciences 2014, 4, 38-55.
Kobayashi, T., Irei, M. (2018). [Poster Session of RLA in Using Congruent Transformation (Junior High School First
Grader): Learning from Each Other's Ideas] Goudouhenkan ni yoru RLA no posuta-seshon (thuu 1)-otagai no
kangae ni manabiau- (In Japanese). Doctoral dissertation, Ryukyu University
Litman, J., Hutchins, T., Russon, R. (2005). Epistemic curiosity, feeling-of-knowing, and exploratory behaviour.
Cognition & Emotion, 19(4), 559-582
Murayama, K., FitzGibbon, L., Sakaki, M. (2019). Process account of curiosity and interest: A reward-learningperspective. Educational Psychology Review, 31, 875-895
Panaoura, A. (2016). The history of mathematics during an inquiry-based teaching approach. MENON, 130-144
Peterson, E. G., Cohen, J. (2019). A case for domain-specific curiosity in mathematics. Educational Psychology Review,
31(4), 807-832
Uebuthi, H., Oashi, O. (2019). [The forefront of new motivation research] Shin doukiduke kenkyuu no saizensen. Kitaohjisyobo. (In Japanese)413

A Systematic Review About Analysis of Challenges and Success
Factors for Implementing OER in K12 Education
ZHANG YUPIAOTOHOKU University, CHINA
zhang.yupiao.t6@dc.tohoku.ac.jp
TORU NAGAHAMATOHOKU University, JAPANtoru.nagahama.a7@tohoku.ac.jp
Abstract: This study systematically reviews literature up to 2024 on implementing Open Educational Resources (OER) in
K-12 education, identifying current challenges and success factors. While OER enhances educational digitalization andaccess to materials, it also presents technical and organizational challenges. This research aims to inform educational policy
decisions and optimize OER use in K-12 education.

Keywords: K-12 education, OER, systematic review, Open Educational Resources

Introduction
BackgroundIn recent years, advances in information technology have highlighted the potential benefits of Open Educational
Resources (OERs). UNESCO (2002) defines OERs as ‘The open provision of educational resources, enabled byinformation and communication technologies, for consultation, use, and adaptation by a community of users for noncommercial purposes,’ essentially making educational resources accessible to all. Tang (2020) notes the increasing use
and demand for OERs in both K-12 and higher education, while Hilton (2019) emphasizes the need to promote OERs
in primary and secondary education to enhance accessibility in the digital era.

Research Design & Methods
Inclusion and Exclusion
To ensure this systematic review’s relevance and quality, inclusion criteria were established to focus on studies explicitly
addressing OER in K-12 settings.
The inclusion criteria for the study were as follows: articles written in English, involving primary or secondary school
students or teachers, peer-reviewed, with full-text availability, and with OER (Open Educational Resources) as themain subject. Studies focused on higher education or published in other languages were excluded.
Boolean logic
Next, Boolean logic was used for keywords for the search. For the topic of OER, the keywords used were “openeducational resources” or “OER” or “open access.” For the education mode, the keywords included “primary school”
or “elementary school” or “primary education” or “high school” or “k-12” or “elementary education” or “secondary
education.”
Review process
On this basis, the research performed the PRISMA review process (Figure 1), including identification, screening,
qualification and analysis. After several rounds of screening, 38 papers meeting the standard were eventually retained.

Results and Discussion

The analysis draws on the review papers of Otto et al. (2021) and Tlili et al. (2022). Therefore, in this paper, various
factors such as technological and organizational challenges, research methodologies, related concepts, primary researchsubjects, future challenges, and publication trends are focused to analysis.
Concerning the research methods used in the studies on implementing OER in K12 education, qualitative methods
are prevalent, accounting for 44.7% of the studies. In comparison, quantitative methods make up 28.9%, and mixed
methods are used in 26.3% of the studies (Table 1). These findings indicate a preference for in-depth, context-specificinsights into OER implementation. Future research should explore underrepresented areas, such as the impact of OER
on student outcomes and teacher practices, and address identified challenges to enhance the effectiveness of OER in
K-12 education.

414

Figure 1

Literature selection process

Table 1
Distribution of studies by research method
Research method

quantity%

Quantitative

11

28.9%

Qualitative

17

44.7%

Mixed Methods

10

26.3%

Through this study, we will identify current and future research trends and changes in research on OER in elementaryand secondary education. The study also aims to provide insight into educational policy decision making and effective
use of OER in primary and secondary education.

References
UNESCO. (2002) Forum on the Impact of Open Courseware for Higher Education in Developing Countries．
Tang,H. (2020) Implementing open educational resources in digital education. Educ. Technol. Res. Dev. 69, pp. 389–
392．
Hilton,J. (2019) Open educational resources, student efficacy, and user perceptions: A synthesis of research publishedbetween 2015 and 2018. Educ. Technol. Res. Dev. 68, pp. 853–876．
Otto,D., Schroeder,N., Diekmann, D.,& Sander,P. (2021) Trends and Gaps in Empirical Research on Open
Educational Resources(OER): A Systematic Mapping of the Literature from 2015 to 2019. Contemporary
Educational Technology,13(4) ,ep325．
Tlili, A., Altinay, F., Huang, R., Altinay, Z., Olivier, J., Mishra, S., ... & Burgos, D. (2022). Are we there yet? A systematic
literature review of Open Educational Resources in Africa: A combined content and bibliometric analysis. Plosone, 17(1), e0262615.

415

Theoretical Review and Educational Frameworks of Rubrics
Nene Kazawa
Kansai University, JapanK915199@kansai-u.ac.jp
Haruo Kurokami
Kansai University, Japan
kurokami@kansai-u.ac.jp

Abstract
Rubrics gained attention as a suitable method for assessing complex and qualitative learning activities, such as
those in "Integrated Studies" formally introduced in elementary and junior high schools in 2002 (Kawai, 2003). They
have since been widely recommended as a means to achieve more objective/intersubjective evaluations. In recent
years, rubrics have been adopted to enhance the fairness, objectivity, and rigor of performance evaluations. However,interpretations of rubrics vary widely among educators and researchers, and their definitions remain ambiguous,leading to the needs of extensive research on their development and classroom implementation. This study aims tosystematically organize the definitions and theories of key rubric researchers, providing a foundation for further
investigation. Additionally, it discusses the historical background of rubrics in education and important elements suchas intersubjectivity in rubrics. While examining how educators utilize rubrics based on practical experiences is a futuregoal, this paper focuses on establishing the groundwork for such studies by highlighting the significance of clear andconsistent evaluation criteria.
Keywords: Rubrics, Educational Assessment, Performance Evaluation, Theoretical Review, Evaluation Standards

References
Hisashi Kawai (2003). Research and Development of Rubrics Aiming for Objective Evaluation. Report on the
Results of the Grants-in-Aid for Scientific Research (Basic Research C) for the Fiscal Years 2001 and 2002:
pp. 11-21.

416

T Analysis of the Influences Contributing to the Achievement of Social
Independence by Former School Refugee
Daiki ItohKansai University, Japandaiki.ito.edu@gmail.com

Abstract
Currently in Japan, school refugee has been increasing for 10 consecutive years and has become a problem.
Therefore, in 2019, the MEXT added social independence to the goal of support for school refugee, which used to be
only return to school. However, many studies on school refugee still focus on returning to school, and few papers
focus on achieving social independence. Therefore, I decided to investigate the issues, conditions, and appropriate
support for achieving social independence. The method used was to interview those who had experienced school
refugee at the compulsory education stage and had achieved social independence, and to analyze their experiences up
to social independence using TEA. The results of the analysis using the TEM diagram showed that changes in theenvironment and encounters with other people had a significant impact on social independence. The three-tiered
structuring also revealed that the character of making efforts for the sake of those around them who cooperate withthem also influenced social independence.
Keywords: compulsory education, School Refugee, Social Independence, TEA, TEM diagram,

References
MEXT (2019). On the state of support for children who are not attending school (notice). MEXT Home-page.
https://www.mext.go.jp/a_menu/shotou/seitoshidou/1422155.htm.

417

Research trends in Design and Development Research(DDR): A
review of publications in ETR&D and BJET journals from 2012 to2023
Xuantong Guo
Seoul National University, China
stanny77@snu.ac.kr
Zhenyan Li
Seoul National University, China
2020_35525@snu.ac.kr
Bokyung Go
Seoul National University, Korea
bk_go@snu.ac.kr
Cheolil Lim
Seoul National University, Korea
chlim@snu.ac.kr

Abstract
The development of various sciences and technologies has prompted educational technology researchers toinvestigate the most effective means of addressing educational issues through the integration of diverse technologies
and pedagogical theories. Among the various research methodologies, Design and Development Research(DDR)
offers a systematic and rational approach to identifying practical and viable solutions to educational challenges(Richey& Klein, 2014). Some fields have garnered significant attention from researchers due to their ease of implementationand popularity, while others may have been overlooked. To identify which areas have been neglected or extensively
studied, we conducted a systematic literature review on design and development research methods. We have chosen
to review the two most authoritative journals in this field: ETR&D and BJET. The research process followed the
PRISMA protocol. Initially, 574 papers were searched and according to a specific screening criterion, 166 papers wereselected for final analysis. Both descriptive statistical and keyword analysis methods were used for result analysis. The
results provide insight into the application trends of design and development research methods on an annual basis andfacilitate an understanding of the specific research methods employed in existing research. Additionally, the differencesin the main keywords displayed in the research were examined. This will provide direction and basic information for
future educational technology research.
Keywords: design and development research, keyword analysis, research trends

References
Richey, R.C., Klein, J.D. (2014). Design and Development Research. In Spector, J., Merrill, M., Elen, J., Bishop, M.
(Eds.), Handbook of Research on Educational Communications and Technology. Springer.

418

The Effect of Using a To-Do List on Reflection Time
Yukiko Oniwa
Kansai University, Japan
k335070@kansai-u.ac.jp

Abstract(Heading 1: Garamond, 13pt, Center, Bold)
This study proposed a learning method using To-Do list to facilitate students to engagement and reflect was
examined in reflection time at classes. The effectiveness was analyzed from three viewpoint: the quantity of tasks
written in each section of the activity, the rate of tasks deleted each hour, and the tasks that remained undeleted until
the end of the activity. The findings of the survey are as follows. First, using To-Do list stimulated the students’awareness of the stage of activities in the unit. Second, using To-Do list continuously enabled students to use thislearning method effectively. Finally, the teacher's support for reflection using To-Do list was examined by analyzing
the tasks that remained undeleted until the end of the activity. And the tasks that remained undeleted were grouped
into eight categories. For making students use this learning method more effectively, teachers should guide them towrite tasks based on the issues written in their reflections. The guidance includes to refer other students’ reflection,
write using more concrete words, and so on. In the future, the research needs to be carried out to identify how descri
Keywords: Self-regulated learning, Self-regulation, To-Do list, Field research

References
BARRY J. ZIMMERMAN （ 1989 ） A Social Cognitive View of Self-Regulated Academic Learning. Journal of
Educational Psychology， 81(3):329-339
BARRY J.ZIMMERMAN and MANUEL MARTINZ-PONS （ 1990 ） Student Different in Self-Regulated
Learning:Relating Grade, Sex,and Giftedness to Self-Efficacy and Strategy Use. Journal of Educational
Psychology，82(1):51-59
Central Council for Education (2016). Improvement of Courses of Study and Other Guidelines for Kindergartens,
Elementary Schools, Junior High Schools, Senior High Schools and Special Needs Schools, and Other Necessary
Measures (Report).
https://www.mext.go.jp/b_menu/shingi/chukyo/chukyo0/toushin/__icsFiles/afieldfile/2017/01/10/1380902_0.pdf (accessed 2023.04.30)
Central Council for Education, Elementary and Secondary Education Subcommittee, Curriculum Subcommittee(2019)

On

how

to

evaluatestudents'

learning(Report).

https://www.mext.go.jp/component/b_menu/shingi/toushin/__icsFiles/afieldfile/2019/04/17/1415602_1_1_1.pdf (accessed 2023.04.30)
DALE H.SCHUNK and BARRY J.ZIMMERMAN（1998）Self-Regulated Learning－ From Teaching to Self-Reflective Practice － .The Guilford Press ， NewYork :pp.1-Shinichi Ichikawa. (2023).
Purpose of the Improvement of Learning Evaluation in the New
Curriculum: How to Utilize it for the Cultivation of Qualities and Abilities. Science Education Research, 47(2):69-74

419

Takamichi Ito (2009) The formation process of self-regulated learning: the role of learning methods and motivation.
Kitaoji Shobo Kyoto
Akinori Kimura. and Haruo Kurokami (2022) Development of a learning model for students to learn by demonstrating
self-regulation skills using ICT. Transactions of the Japan Society for Educational Technology, 46(3):525-542

420

Feedback teaching supported by intelligent agents on
programming performance the impact of cognitive adjustment
Dong Xinyu
Wenzhou University, China
1591688975@qq.com
Abstract This study delves into the specific impact of Large Language Models (LLMs) as intelligent
agents on programming performance and cognitive adjustment in supporting programming teachingprocesses. Large language models, such as GPT and ERNIE Bot, have shown great potential in many
fields due to their powerful language understanding and generation capabilities. Especially in the fieldof programming education, big language models, as intelligent agents, can provide personalized
learning feedback in real time, helping learners to master programming skills more effectively.

Keywords: LLM, Cognitive, Programming performance

Introduction
Programming, as the "New Literacy" of the 21st century, has become a hot topic in global basic education. Since
2016, Finland has required the implementation of mandatory primary school programming education. According toa report released by Eurpean Schoolnet in 2015, nearly 20 EU countries have already or will soon include
programming education in their curriculum systems (Kang Jianchao, 2021). The New Media Consortium (NMC) in
the 2017 Horizon Report (Basic Education Edition) pointed out that programming, as a professional competency,
will gradually become a key element driving the development of basic education in the next 1-2 years (2017). China
also released the "New Generation Artificial Intelligence Development Plan" in 2017, proposing to promote
programming education in primary and secondary schools, set up artificial intelligence related courses, and encouragesocial forces to participate in the development and promotion of entertaining programming teaching software andgames (2017). However, at present, the practice and research of children's programming education in China are stillin the early stage of development, mainly promoted and practiced by industries and enterprises. The curriculum
system of programming education in primary and secondary schools has not yet been established, and there is asevere shortage of formal programming education teachers. The standardized teaching material system and matureteaching mode are still being explored. Most programming education research still emphasizes that teachers act asfactual narrators, using oral, courseware, or blackboard writing to instill in children long established andunquestionable programming concepts and principles (Sun Yuehan, 2022). Moreover, most of the research on
Python learning in China is focused on high school and college students, while programming research in primary andsecondary schools mostly focuses on Scratch graphical programming (Wang Xiuying, 2013; Pan Peijun et al., 2018),
maker education (Yu Baodong, 2017), and the value orientation of youth programming education (Wang Rongliang,
2017). Internationally, there is a greater emphasis on empirical research in youth programming education.
Researchers have developed platforms to facilitate learners' hands-on experience of artificial intelligence principles
and applications (Vartiainen et al., 2020). For example, Kahn et al. used the programming environment ToonTalk toteach the mathematical concept of "infinity" to elementary school students aged 9-13 (Kahn, 2011). Looking at theexisting research on adolescent programming education both domestically and internationally, although the researchareas and emphasis are different, they all attach great importance to the study of programming education.
Cognitive adjustment refers to learners consciously adjusting and managing their cognitive resources and strategies
based on the nature of the task and their own cognitive needs during the learning and task execution process, inorder to improve learning effectiveness and task completion ability. It involves how students monitor, evaluate, andadjust their learning methods, thinking strategies, attention allocation, and memory strategies to adapt to different
learning tasks and goals. Self regulated learning is considered a comprehensive and holistic approach that influences
students' learning, such as self-efficacy, academic performance, and willpower (Yoon et al. 2014; Zimmerman et al.
1996); For example, Schunk and Zimmerman (1996) pointed out that self-regulation ability may affect learners'
intrinsic mastery goals, self-efficacy beliefs, and learning achievements. However, research has shown that learners
are not always able to successfully adjust their learning and often require various forms of support during thelearning process (Yoon, Anderson, Park, Elinich,&Lin, 2018). As self-regulation processes typically occur under thejoint influence of students and other regulatory sources in the learning environment (such as teachers, peers,interventions, course materials, and assessment tools), students' cognitive adjustment is a mutually coordinatedproblem (Volet al., 2009; Allal, 2019). Therefore, in the teaching process, teachers should help students Collaborate
together to improve their cognitive load. Upon reviewing most studies, it is found that few have combined cognitive
load with cognitive adjustment, and only a few have studied collaborative regulation of learning. Therefore, this study

421

attempts to explore how cognitive adjustment affects the programming performance of primary school students andprovide new ideas for programming teaching.

Research Design & Methods（1） Participants
The participants came from a public primary school in Ouhai District, Wenzhou City, Zhejiang Province. The study
used a random sampling method and selected 60 students in fifth grade, divided into an experimental group and acontrol group. The participating students had almost no exposure to large language models and Python
programming. In addition, this study was approved by the school, class teacher, subject teacher, and myself.
（2） Experimental Design: Teaching Content and Activities
This experiment is conducted in the information technology expansion course of fifth grade primary school. Selecttwo classes with similar levels, and use students from one of them as the control group for project-based learning
without intelligent agent support; A class of students serves as the experimental group and adopts project-basedteaching supported by intelligent agents. Before class, students are introduced to the functions and basic operationsof intelligent agents and Python 3.8.1, and the entire process of using intelligent agents is recorded on screen during
the teaching process. In addition, this study intends to conduct a pre-test of students' programming scores andcognitive adjustment abilities before the experiment, and then conduct a post test of students' programming scoresand cognitive adjustment abilities through a scale after completing the experimental course.
The data analysis results are not yet organized, and will be explained in detail when reporting. Thank you!
LLM

no LLM

422

How can students improve data literacy: Developing and Applying
the Instructional Systems Design Model for a Cross-Curricular AI
Convergence Class
Eunseon Lim
Seoul National University, Republic of Korea
chloelim@snu.ac.kr
Minhee Lim
Seoul National University, Republic of Korea
minhee1603@snu.ac.kr
Minseon Jeon
Seoul National University, Republic of Korea
kimjun516@snu.ac.kr
Cheolil Lim
Seoul National University, Republic of Korea
chlim@snu.ac.kr

Abstract
As the need for cross-curricular classes to cultivate creative convergence talent and the need for cross-curricular AI convergence classes
have been emphasized, continuous attempts have been made to implement "AI convergence between subjects" classes. In particular, there isa need to design such classes focusing on data, which is the foundation and core of artificial intelligence. However, current educational practices
lack effective cross-curricular AI convergence classes to enhance data literacy due to insufficient methods and guidelines. This study aims todevelop an easily applicable instructional design model and verify its validity. Using the model research method from design and development
research, a final model with seven stages was developed: forming a council among cooperating teachers, analyzing, designing, usability test,development, implementation, and summative evaluation. Based on this model, a Korean language teacher and a informatics teacher designed
and implemented a cross-curricular AI convergence class for 28 middle school students. The results showed improved student understanding
and interest in data and artificial intelligence. The teachers were satisfied with the model-based design and confirmed the effectiveness of crosscurricular AI convergence classes. This study is significant as it provides specific steps and guidelines for teachers to design effective crosscurricular AI convergence classes.
Keywords: AI convergence education, Cross-curricular education, Data literacy, Instructional Systems Design Model
Following an initial design based on prior literature, the model underwent rigorous refinement through tworounds of expert validation and practical application in educational settings. The refined model includes sevendistinct stages: team composition among teachers, analysis, design, usability evaluation, development,
implementation, and general evaluation(Figure 1).

423

Figure 1. A instructional systems design model for a cross-curricular AI convergence class to improve data
literacy
Initially, educators collaborate to define the integration subjects, establish communication systems, anddistribute roles, developing an effective foundation for teamwork. In the phase of analysis, teachers involve a
thorough review of existing literature and educational curriculum aimed at identifying critical elements for AI
and data literacy integration, thus tailoring the content to meet learners' initial capabilities. Then they design aprototype that includes educational goals, content, procedures, and assessment methods selected from various
curricular integration strategies.
Usability evaluation is a special process that peer educators and subject matter experts assess the prototype,refining educational strategies and content integration through iterative feedback. This assessment includes how
the curriculum is integrated, objectives, content, methods and assessment of the lesson. Informed by usability
feedback, teachers develop appropriate educational media and materials to support effective teaching. The
resulting the prototype is implemented in actual classroom environments, with preliminary checks such as device
and network functionality ensuring seamless delivery.
After all, summative evaluation should be done. After implementation, teachers evaluate learners' responses tothe lesson and their achievement, which confirms the effectiveness of the model and guides future lesson
improvements. Each step is non-linear, cyclical, and iterative, so teachers can work backward from the later
steps to the earlier steps and repeat the same steps multiple times to create effective program(Lim & Yeon,
2006).
To verify the external validity of the model, one teacher of 'Korean language' and one teacher of 'computer andinformation' developed a cross-curricular AI convergence lesson for 28 middle school students based on themodel and conducted a total of two lessons(Figure 2).

Figure 2. Application of a model in ‘Korean language’ and ‘Computer and Information’ subjects
After implementing the model in a school setting and analyzing the data from interviews and surveys, we foundthat student engagement and data literacy improved significantly. Teachers noted that the model could facilitate
effective interdisciplinary learning and deepen students' understanding of complex concepts. Furthermore, bothteachers and students were satisfied with the cross-curricular AI lessons designed using the model. In
conclusion, this study synthesizes the steps that should be taken to design effective cross-curricular AI lessons.
We also found that AI-infused lessons have a positive impact on improving learners' data literacy.

References
Lim, C., & Yeon, E. (2006). An empirical study on user-centered rapid prototyping methodology for thedevelopment of corporate training programs. Journal of Corporate Education, 8(2), 27-50.

424

How concepts related to agency are different between MEXT andOECD
Hyuga Hayakawa
Kansai University
k417630@kansai-u.a.c.jp

Abstract

Japanese government (MEXT) revised the Courses of Study in 2018, emphasizing the importance of "Attitudeof proactive learning." Around the same time, the OECD proposed the concept of wellbeing for a better future andthe concept of "agency" as a key competency. As there is no global consensus on the definition of "agency", studies
have been conducted in Japan comparing it to “proactivity” and it has been confirmed that "agency" is similar to"proactivity", but is a broader concept. However, there are still few studies that specifically show what items make adifference. Therefore, key words were selected by the author based on frequency and importance from the OECD's
description of "agency" and compared with the MEXT's "proactivity" and "Attitude of proactive learning." Forcomparison, Japanese official documents, dictionaries, and articles written in Japanese, and documents published by
the OECD that have also been translated into Japanese were used.
The comparison reveals that while "proactivity" encompasses elements of "act responsibly to effect change","attitude of proactive learning" encompasses elements of "set a goal", "reflect", and "act responsibly to effect change",with "participation in community" and "participation in society" as underlying factors.
Keywords: Agency, OECD, MEXT, Courses of Study

References
Hiroyuki Tanaka. (2021). How to evaluate the learning of ‘attitude of proactive learning’. https://www.kyouikukaihatu.co.jp/assets/files/AL_download/gakusyuhyouka%20syutaitekitaido.pdf
MATSUO Naohiro, OIKAWA Chisato, OSHIO Keigo, TSUKAMOTO Kentaro, NAGATA Shigeo, HAYASHI
Masami, YUAN Xiaoyu and FUSE Azusa. (2020). The Concept of Agency in Japanese School Education.
https://u-gakugei.repo.nii.ac.jp/record/36477/files/24349356_71_10.pdf
MEXT. (2016). Improvement of Courses of Study and Other Necessary Measures for Kindergartens, Elementary
Schools,

JuniorHigh

Schools,

Senior High Schools,

andSpecialNeeds Schools(Report).

https://www.mext.go.jp/b_menu/shingi/chukyo/chukyo0/toushin/__icsFiles/afieldfile/2017/01/10/13809
02_0.pdf
National

Institutefor

Educational

PolicyResearch.

(2019).

Handbookof

Learning

Assessment.

https://www.nier.go.jp/kaihatsu/pdf/gakushuhyouka_R010613-02.pdf
OECD. (2020). Student Agencies for 2030. https://www.oecd.org/education/2030-project/teaching-andlearning/learning/student-agency/OECD_STUDENT_AGENCY_FOR_2030_Concept_note_Japanese.pdf

425

ICoME 2024

A Comparative Study of Information Moral Awareness among
College Students in Japan and China
Bohan Hou
Kansai University, Japan
K402253@kansai-u.av.jp
Wakio Oyanagi
Kansai University, Japan
Oyanagi@kansai-u.ac.jp

Abstract
As social networking services (SNS) continue to evolve and become more widespread, they offer platforms forusers to express themselves and communicate. However, their pervasive nature also raises ethical challenges such asprivacy concerns, the authenticity of information, and cyberbullying. Information moral education plays a crucial rolein teaching students to use SNS safely and responsibly. This study aims to explore the differences in the definition andeducational practices of information moral between China and Japan, offering new perspectives on the formation
moral education in both countries. Through comparative research and literature review, this study analyzes thedifferences in high school information moral education practices between China and Japan, focusing on theinterpretation of information moral and the assessment of students' awareness of these moral. The results reveal thatJapanese information moral emphasize personal information protection, human rights issues, and copyright concerns
in the information society, along with network security and etiquette. In contrast, Chinese information moral focus on
ethical awareness, norms, and behaviors across activities involving the collection, processing, storage, dissemination,and use of information, highlighting the differing emphases in information moral education between the two countries.
Keywords: Information Moral Awareness, SNS, Education, College Students, Comparative Study

Research Design & Methods
This study conducts a comparative analysis of the definitions and current situation of information moral education inhigh schools in Japan and China. Specifically, it identifies the differences in the scales used to assess students'
awareness of information morals between the two countries. The aim is to provide a multi-perspective approach tothe implementation and enhancement of information moral education in both nations.

Results
In Japan, at the Central Council for Education report from December 2016, which serves as the basis for the new
curriculum, the general subject "Information" continues from the current curriculum, maintaining the threeperspectives of information education goals: "Practical application of information," "Scientific understanding of
information," and "Attitude towards participating in the information society." These aspects have not been changed
and are firmly upheld. However, while previously there were subjects aligned with each perspective such as"Information A" for practical application of information, "Information B" and "Science of Information" for scientificunderstanding, and "Information C" and "Society and Information" for attitudes towards participating in theinformation society, in the new curriculum, these are required subjects for all students. "Information I" is established
as a compulsory subject, and "Information II," an advanced elective predicated on completing "Information I,"
incorporates and builds on the content traditionally covered in "Science of Information," adding more advanced
learning content.
The December 2016 report highlighted issues with the current curriculum, noting that "the instruction on the scientificunderstanding of information may not be sufficient, and may not adequately meet the learning motivation of students
interested in information and computers." It further emphasized the importance of enhancing learning that includes
information utilization skills, such as the ability to communicate based on the audience's context and information
moral. It stressed that for high school information science courses, regardless of students' future pathways, it is426

ICoME 2024
increasingly important to nurture information utilization abilities underpinned by a scientific understanding of
information. Furthermore, in terms of improving and enriching educational content, "Information I" covers
fundamental information technologies and methods such as programming, modeling and simulation, networking(including information security), and basics of databases, along with the fundamentals of content creation andinformation design and introduces information moral to consider the relationship between information society andhumans. While the basic policy of the revision aims to "further enrich" information moral education, it remains merely
an introductory element in "Information I" and no longer constitutes a separate unit. As stated, whereas the 2013
curriculum treats information moral education as one unit each in "Society and Information" and "Science ofInformation," in the new curriculum, it is treated as a small unit within "Information I".
In China, At the end of 2017, the Ministry of Education released the "2017 Edition of the Ordinary High School
Information Technology Curriculum Standards" to meet the diverse needs of students. The curriculum category forhigh school information technology included elective compulsory courses. The new textbooks have been graduallyused starting from the autumn semester of 2019.However, due to the use of textbooks from different publishinghouses in various regions of China, to ensure the reliability of the research, the main summary includes five editionsof textbooks listed in the "2019 National Curriculum Teaching Book Catalog for Ordinary High Schools" by the
Ministry of Education, such as Educational Science Press, People's Education Press, Shanghai Science and Technology
Education Press, Guangdong Education Press, and Zhejiang Education Press, totaling 10 volumes.
The summary found that the "Information Systems and Society" module in high school information technology
teaches students how to use information systems to solve problems and improve their awareness of information
security and social responsibility, adapting to the needs of surviving and thriving in the information society. This
module covers "Characteristics of Information Society," "Composition and Application of Information Systems," and"Information Security and Social Responsibility in Information Society," and summarizes the chapter distribution of"Information Systems and Society" based on these three themes. Although the "Information Systems and Society"textbooks from these five publishers differ in the sequence of chapters and content distribution, the objectives of thematerial remain consistent. Through the study of this module, students are expected to correctly understand therelationship between people, information technology, and society, recognize the role of information systems in society,and use information systems rationally to solve problems encountered in study and daily life, employing them safely
and legally. Fundamentally, this course module not only covers knowledge and skills education but also includes theeducation of students' morals. It organically integrates the cultivation of students' information moral literacy at thelevels of emotions, attitudes, and values.

Discussion
The future research process is divided into two main parts; the first part is to design the semi-constructed interviews
from a qualitative research perspective and the second part is to design the questionnaire from a quantitative research
perspective. The current progress is to conceptualize the general content of the interviews. The purpose of theinterviews is to understand the differences between Japanese and Chinese university students' knowledge of
information moral gained through using and experiencing SNS, as well as their attitudes and behaviors when they are
exposed to the online society. It consists of two main parts, the first of which is the status of SNS utilization andinformation moral curriculum at school, and the second is information moral awareness and action (which specificallyconsists of six components: risk avoidance in the use of ICTs, protection of personal data, maintenance of health in
the use of information devices, crime prevention in the information society, software piracy, and copyright issues in
the use of ICTs) The study is expected to be completed by the end of this year. It is also expected that there will be
one university student from China and one from Japan (with the possibility of increasing the number).

References
Miyakawa Y. & Fukuyama J. (2011): Relationship between Moral Norm Consciousness and Awareness of Information
Moral—Based on the Concept of Information Moral Presented in the "General Rules" Section of the JuniorHigh School Curriculum Guidelines. Journal of the Japan Society of Educational Engineers.,35(1),73-82
Ruo Han Zhao (2017): Usage Trends of Twitter and Weibo among University Students in Japan and China. Bulletinof Tokyo Gakugei University., 68(2): 421-431
Saito, H. (2021): Changes of Computer Ethics Education in ‘Information Studies’ in Senior High School and Related
Problems. Tama University Research Bulletin "Management Information Research"., No.25 2021
Ying Ding (2022): Research on the training strategies of responsibility in the information society of senior high school
information technology subject. Modern Educational Technology., DOI:10.27214/d.cnki.glcsu.2022.000704
Yokoe Y. (2022): Survey on "SNS Usage" Targeting Junior High School, High School, and University Students.
https://prtimes.jp/main/html/rd/p/000000206.000013425.html
Zhang Suqin (2022): Analysis and Research on "the Content of Information Moral Education " in the New Edition ofHigh
SchoolInformation
Technology
Textbooks.
Education&SocialSciences.,
DOI:10.27432/d.cnki.gxsfu.2022.000309

427

Educational Program for Media Literacy through Metacognition
and Mutual Understanding
Masataka Hashimoto
Institute of Advanced Media Arts and Sciences, Japanm_hashimoto23@iamas.ac.jp

Abstract
Presently we are living in an environment where we come into contact with a wide variety of media ranging
from education and entertainment to communication. Many of us receive, transmit, and communicate through media
such as television, and smartphones, and through these experiences we encounter feelings of joy, sadness, security,
empathy, and solidarity. Some of these experiences enrich our lives and connect us favorably with society, but others
can cause irreversible damage to us in the form of dis-communication, exposure to sensitive contents, etc. In suchsituations, it is necessary to develop media literacy skills - the knowledge, thoughts, and actions needed to minimize
the risks from media and maximize the benefits we can receive (Buckingham, 2023). Many existing media literacy
education programs teach students to read information from specific media critically, or the methods and rules ofcommunication through media. Education programs that aim for mastery of one media may not necessarily be able tocope with different or new media. In addition, those that preach generalized morals and manners have difficulty inconnecting with participants to make them aware of who the teachings apply to. The author believes that by focusing
on the relationship between people and media, it is possible to provide media literacy education that enables
participants to have a sense of ownership regardless of the type of media, or whether it is old or new. This is becauseeven though a certain media may go out of fashion, human nature never fundamentally changes, and besides,
participants can ensure their sense of ownership by reflecting on their own relationship with the media andunderstanding the relationship between others close to them and the media. This study proposes a media literacy
education program that focuses on making participants meta-aware of their own relationship with the media andmutually recognizing the various ways in which they interact with the media through dialogue. Firstly, this educational
program will provide an opportunity for each participant to reflect on his or her own relationship with the media,
using a specialized application. The application will then be used to visualize and share participants’ experiences, andthrough discussion they will learn about the differences and similarities that exist among them. Currently, a method
for thinking deeply about the relationship between people and media is being devised through a process in which
participants create a prototype for a new media they would like to use.
Keywords: media literacy, media education, metacognition, mutual understanding

References
Buckingham, D. (2023). The Media Education Manifesto (K. Tokitsu & S. Sunagawa, Trans.). Sekaishisosha-Kyogakusha.
(Original work published 2019)
Nakahashi, Y. (Eds.). (2017). Theory of media education : practices and learning in the social media age. Hokuju Shuppan.
Nakahashi, Y. (2021). Theory of media literacy : media education in the social media age (2nd ed.). Hokuju Shuppan.
Tezuka, W., Sato, K., Mitsui, K., Itagaki, S., Taizan, Y., & Horita, T. (2021). Issues of Practical Study on Media Literacy
for School Education in Japan Association for Educational Media Study. Japanese Journal of Educational Media
Research, 27(2), 101-119. https://doi.org/10.24458/jaems.27.2_101428

Development of an ethical competency framework for AI use ineducation for pre-service teachers
Bokyung Go
Seoul National University, Korrea
bk_go@snu.ac.kr
Cheolil Lim
Seoul National University, Korrea
chlim@snu.ac.kr

Abstract

The possibilities for using AI in education are exploding. AI is already widely used in education, and with therecent emergence of generative AI, the possibilities are being more actively explored. However, ethical concerns about
the use of AI continue to arise. Teachers, who take the lead in education, need to be empowered with ethicalcompetencies that consider the impact of AI and digital technologies while using AI. Accordingly, this study aims todevelop a framework for teachers' AI ethical competencies and instructional. To this end, an competency frameworkand instructional components were developed through a systematic literature review. This study has significance inthat it systematically presents the ethical competencies of teachers for coexistence with AI amid the ongoingdevelopment of AI from a post-humanistic perspective.
Keywords: AI ethics, AI ethics education, teacher education, AI in education

Methods
Systematic literature reviews
This study utilizes a systematic literature review methodology to identify teachers' competencies inteaching AI utilization and the content and methods of AI ethics education. For this purpose,
Korean and global databases are utilized. The Korean databases are KCI and RISS, and the global
databases are Web of science and Scopus. The search query was (AI OR Artificial intelligence) AND
ethic* AND (education or program or training), limited to peer-reviewed articles, English-language
articles, and articles from the 2013-2024 period. As a result, a total of 568 articles were identified
in the Korean literature and 1,539 articles were identified in the international literature. Afterremoving duplicates and reviewing titles and abstracts, 43 Korean articles and 23 international
articles were identified, and a total of 25 articles were selected as target articles through full-text
review.
Literature selection
The selected literature is divided into two categories: literature related to AI ethics education
programs and literature related to AI ethics competencies. The former includes students, teachers,
pre-service teachers, the general public, and university students. In the latter case, the literature on
AI-utilizing educational competencies and the literature on AI-utilizing educational competencies
targeting only 'AI ethics competencies' were distinguished. The list of selected literature is listed in
the references due to space limitations.

429

Results
1. Teachers' competency in teaching with AI
As a result of the study, a total of 11 articles were identified in the literature on teacher
competencies for AI education. These can be categorized into AI expertise, AI ethics competencies,and curriculum management competencies according to Falloon's (2020) framework of teacher
competencies for AI education. The AI expertise domain includes understanding AI, utilizing AI,
and developing AI, while AI ethics competencies include critical evaluation and ethical use of AI. AI
educational application competencies include AI-based educational design, AI educational
knowledge, and AI convergence education operation.
2. AI ethics competencies for teachers
A teacher's AI ethics competencies can be categorized by ethical values or by ethical behavior. In
the case of AI ethics values, teachers' AI ethics competencies can be categorized into
Transparency, Privacy, Fairness, Safety, and Responsibility. In the case of AI ethical character, it canbe categorized into AI ethical sensitivity, AI ethical judgment, and AI ethical synchronization.
3. Content of AI ethics education for teachers
The goal of AI ethics education is to strengthen teachers' "AI ethics awareness". The main contentsof AI ethics education can be categorized into principle-centered education and issue-centerededucation. Principle-centered education includes topics such as diversity, transparency,
accountability, and openness, and privacy. Issue-oriented education includes topics such as
autonomous vehicles, brains and AI, cyborgs, and education and AI.

4. Training methods for AI ethics
AI ethics education methods are classified according to the content and purpose of the education,and include self-evaluation, reflection journal, role play, moral discussion, collaborative learning,self-directed learning, value conflict model, and direct use of AI-related programs.

Discussion & Conclusion
The results of this study are significant in that they provide a knowledge base for the field of
ethics in AI utilization through the pedagogical interpretation of AI ethics. In addition, byemphasizing AI ethics, we propose a new educational paradigm called "ethical AI utilization
education" based on respect for human values. This can help diversify and spread on-site AI
literacy education for teachers and contribute to the revitalization of basic and applied research
for the ethical practice of AI-enabled education. However, this study is limited in that it derived AI
ethics education competencies, educational contents, and methods based on a literature review
rather than directly reflecting opinions from the educational field. In future studies, efforts should
be made to incorporate practical data through clinical studies or interviews and direct surveys.

430

Development of an Automated Responses AI Model in VR-based
Simulations for Pre-Service Teachers
Seonyul Lee
Chonnam National University, Republic of Korea
syul330@jnu.ac.kr
Yuseon Jeong
Chonnam National University, Republic of Korea
217943@jnu.ac.kr
Jeeheon Ryu
Chonnam National University, Republic of Korea
jeeheon@jnu.ac.kr

Abstract
This research aims to develop an automated response AI model within a VR simulation, tailored for pre-service
teacher trainig. SimTEACHER, a VR simulation for pre-service teacher, was created to allow pre-service teachers topractice addressing student misbehavior through a 3D virtual classroom, scaled to the dimensions of a real high school.
Also, SimTEACHER enables practice in managing classroom disruptions and conducting parental consultations,beacuse the platform was specifically designed for the Korean educational context. Effective classroom management
is crucial, especially for teachers, yet pre-service teachers often lack the necessary experience, underscoring the needfor training in realistic settings. VR education surpasses traditional teaching methods by offering a risk-freeenvironment for scenario participation, allowing pre-service teachers to engage repeatedly in simulations andthoroughly prepare for real classroom situations. However, the current platform is limited by a predefined range of
dialogues and behaviors, necessitating an automated dialogue system to enable more flexible interactions between preservice teachers and student avatars. Pre-service teachers can gain realistic classroom management experience throughVR simulations featuring student avatars operated by an AI automated response model, thereby enhancing theirteaching competencies. The research methodology includes several stages: the initial design of the automated dialoguesystem through fine-tuning and prompt engineering, followed by the system’s integration and testing within the VR
environment. The process starts with identifying essential personas for effective VR teacher-student interactions,followed by refining GPT models to reflect the complex roles and responses of actual teachers accurately. An integral
part of the research is gathering user feedback and implementing systematic enhancements to optimize the user
experience. This method closely simulates real teaching scenarios, assisting pre-service teachers in managing diverse
classroom challenges effectively. This study revolutionizes pre-service teacher education by designing automatic
responses generation models using AI technology to enhance practical training in classroom management and student
interactions. By ensuring that pre-service teachers are thoroughly prepared for real-world classroom situations and canconfidently tackle challenges in the educational field, this research marks the advent of a new era in VR-based teacher
education, merging educational technology and AI to enhance practical training and address educational challenges
substantially.
Keywords: AI Dialog management, AI automated responses model, Class management, Pre-service teacher
education, Virtual Reality(VR)431

References
Cooper, G., Park, H., Nasr, Z., Thong, L. P., & Johnson, R. (2019). Using virtual reality in the classroom: preservice
teachers’ perceptions of its use as a teaching and learning tool. Educational Media International, 56(1), 1-13.
Luqrirr, J., Oberdörfer, S., Latoschik, M., Wittmann, A., Seufert, C., & Grafe, S. (2018, March). VR-Assisted vs VideoAssisted Teacher Training. In 2018 IEEE Conference on Virtual Reality and 3D User Interfaces (VR), 625-626.
IEEE.
Lee, H., & Hwang, Y. (2022). Technology-enhanced education through VR-making and metaverse-linking to foster
teacher readiness and sustainable learning. Sustainability, 14(8), 4786.
Nissim, Y., & Weissblueth, E. (2017). Virtual reality (VR) as a source for self-efficacy in teacher training. International
Education Studies, 10(8), 52-59.
Oberdörfer, S., Birnstiel, S., Latoschik, M. E., & Grafe, S. (2021, June). Mutual benefits: Interdisciplinary education ofpre-service teachers and HCI students in VR/AR learning environment design. In Frontiers in Education (Vol.
6, p. 693012). Frontiers Media SA.
Stavroulia, K. E., Christofi, M., Baka, E., Michael-Grigoriou, D., Magnenat-Thalmann, N., & Lanitis, A. (2019).
Assessing the emotional impact of virtual reality-based teacher training. The International Journal of
Information and Learning Technology, 36(3), 192-217.
VanDerHeide, J., & Dunn, M. B. (2023). Reconceptualizing dialogue in virtual classrooms: preservice teachers using
dialogic and digital tools across visual, spoken, and written modes. English in Education, 57(1), 12-27.
Yang, E., & Ryu, J. (2022). Users’ Emotion Analysis on the Content of Virtual Reality based Simulation for Teacher
Training. Journal of Digital Contents Society, 23(12), 2403-2412.
Yu, S., & Ryu, J. (2017). Development of Virtual Reality Based Teaching Simulation with HMD for Pre-service
Teachers: Usefulness of Teaching Scenarios and Virtual Presence. Teacher Education Research, 56(3), 309-323.

432

An empirical study of the effect of Artificial Intelligence
Technology on EFL students' oral expression ability
Yali Wang1
Wenzhou University, China
jyfx20000701@163.com
Gang Yang2
Wenzhou University, China
hnyg7906@163.com
Yudie Rong 3
Wenzhou University, China
992825413@qq.com

Abstract

Students' oral expression ability is gradually gaining attention from various countries, and the oral expression
ability of college students has become one of the abilities to adapt to the future development of the society. Therefore,
this study combines Artificial Intelligence (AI) technology with the oral expression instruction, focusing on the effects
brought by AI technology on EFL students' oral expression performance and learning engagement. To verify
effectiveness, a quasi-experimental study was conducted in a public university in Zhejiang Province, China. The
experiment lasted for nine weeks and a total of 52 students participated in this experiment. The experimental group(EG, N=26) used AI-supported oral expression instruction, while the control group (CG, N=26) used traditional
teacher-supported oral expression instruction. From the pre-test results, there was no difference in the initial level oforal expression performance and learning engagement between the experimental group and the control group.
However, the post-test results indicate that the experimental group was able to obtain a detailed, intelligent feedback
record while using the AI technology for oral speaking. This record pointed out the problems in students' speaking
texts in detail from a diagnostic perspective, such as syntactic rules, structural logic, discourse intention, etc., which
provided feedback for the students to recognize the problems in their speaking texts in time. Moreover, there are
specific differences in the learning engagement of the experimental group and the control group. The post-test scoresof behavioral engagement, emotional engagement, and cognitive engagement in the experimental group are higher
than the control group. Students’ learning engagement not only promotes the development of different thinking levels,
which means achieving the leap from single-point structure to associated structure and extended structure, but also
provides the innovation of students' oral speaking content. In conclusion, the results of this study provide inspirationin oral expression instruction for English teachers and EFL students. In the future, to further validate the effectivenessof the proposed strategies, our recommendations encompass extending the experimental duration to mitigate potential
experimental confounders, optimizing the design of instructional scenarios to enhance the spontaneity of student
presentations, implementing individualized training methodologies to enhance students' proficiency in technology
application.
Keywords: Artificial Intelligence, EFL students, oral expression

433

The Use of ChatGPT in EFL University Students' Oral English
Learning and Its Effects on Learning Performance and Cognitive
Load: An Empirical Study
Yudie Rong 1
Wenzhou University, China
992825413@qq.com
Gang Yang 2
Wenzhou University, China
hnyg7906@163.com
Zhuocen Zou 3
Wenzhou University, China
3493535957@qq.com
Yali Wang 4
Wenzhou University, China
jyfx20000701@163.com

Abstract
As globalization continues to deepen, English has become an essential tool for international interpersonalcommunication. Oral ability is widely regarded as a crucial skill for effective communication. However, mastering thisskill remains challenging for EFL (English as a Foreign Language) students. Traditional methods of teaching oral
English often focus on the rote learning of grammar and vocabulary, lacking the interactivity and authenticity of reallife communication, thus failing to meet the needs of modern learners. In recent years, the rapid development ofartificial intelligence technologies, such as the emergence and continuous optimization of large language models like
ChatGPT, has brought new opportunities for oral English learning. These models possess higher mutualistic,
generativity, and formative capabilities, enabling personalized learning support based on learners' needs and thereby
improving the oral English learning experience. ChatGPT can simulate real conversation scenarios and generate richlinguistic material to help learners better understand and use English. Based on this, this study aims to explore theimpact of integrating ChatGPT into instructional strategies on students' oral English performance and cognitive load,
and further investigate its potential application in oral English learning. To validate the effectiveness of this
instructional strategy, a quasi-experimental study was conducted at a university in Zhejiang Province, China. The
experimental group (31 students) adopted integrated ChatGPT in instructional strategy, while the control group (29students) used traditional lecturing instructional strategy. The oral English learning activities lasted for nine weeks. The
results indicated that the instructional strategy integrating ChatGPT significantly improved learners' oral expression
integrity and accuracy. Specifically, students in the experimental group showed notable improvements in vocabularyrichness and grammatical accuracy in their oral English. Additionally, interviews revealed that students in theexperimental group experienced lower cognitive load during the learning process, suggesting that this instructional
strategy alleviates learning stress to some extent. Further Pearson correlation analysis showed a significant negative
correlation between learners' oral performance and cognitive load, indicating that the lower the cognitive load, thebetter the oral performance. This finding confirms that the instructional strategy integrating ChatGPT not only
enhances oral learning performance but also optimizes the learning process by reducing students' cognitive load.
Overall, this empirical study demonstrates the advantages of integrating ChatGPT into instructional strategy. This434

discovery offers new perspectives and practical pathways for EFL teachers and researchers, contributing to theinnovation and development of oral English instruction.
Keywords: ChatGPT; oral English learning; EFL; instructional strategy

435

Exploring the Educational Effect of Generative AI-Driven "WallHitting" Activities in Elementary Japanese Language Classes
Shigemichi Tanaka
Naruto university of education Professional Degree Course,Japans-tanaka-19@kyoto-be.ne.jp
Tetsuya Bando
Naruto university of education, Japantebando@naruto-u.ac.jp
Abstract: Using generative AI in education can transform children's learning experiences. While prior research focused onteachers using AI-generated content, there is limited practice of students using generative AI for their own learning. To
address this, we conducted a study with fifth graders in language, using a generative AI exercise called "wall-hitting."
Students interacted with AI to refine their ideas, generating 151 prompts, averaging 6.6 per student. These prompts fell into
categories such as "expressing personal opinions," "creating products," "modifying output," and "asking questions." Most
prompts involved expressing opinions and creating products, showing that students used AI to articulate and produce ideas.
Additionally, they asked questions and modified outputs for better understanding. These findings suggest that generative AI
encourages active information reception and dialogue, enhancing learning. Effective AI lessons should focus on creating anditeratively improving products, with educators setting goals like "creating new value" to foster creativity and critical thinking.

Keywords: Generative AI, Elementary Education, Japanese Language

Introduction
One technology that has significantly impacted society in recent years is generative AI. OpenAI's ChatGPT attracted
significant attention and interest, amassing one million users within five days of its release. The potential of generative
AI extends to the education sector, where its utilization can bring about transformative changes in children's learning.
Previous practical research on the use of generative AI in primary and secondary education primarily focused onteachers using AI to generate content for student discussions. For instance, Jauhiainen and Guerra (2023) conducteda study utilizing ChatGPT 3.5 and ChatGPT 4.0 to create personalized learning materials tailored to students'
knowledge levels. The results indicated that the use of AI-generated materials increased students' motivation andimproved their understanding of the subject matter. This suggests that lessons incorporating generative AI canpotentially cater to students’ individual learning needs.
Generative AI can also transform outputs into formats that are easier for humans to understand (Sabzalieva &Valentini). Leveraging this capability, students can actively engage with AI through "wall-hitting" interactions, using
the AI to gather information, create products, and refine or interpret these products. Using this approach, we aimed
to explore the potential of generative AI in supporting students' active engagement and self-directed learning.

Research Design & Methods
In this study, we focused on the effective utilization of generative AI in learning activities and examined how fifthgrade students engaged in "wall-hitting" interactions with AI. The practical implementation took place in February
2024 and involved 18 fifth-grade students. During a language lesson focused on writing speech drafts, we incorporated
learning activities that included wall-hitting using generative AI. The objective of this unit was to encourage students
to critically examine the words they used daily, identify issues, and articulate speeches with clear reasoning aimed ataddressing these issues.
Learning activities utilizing generative AI were conducted over four sessions ( 45 minutes each). In this study, we used
the generative AI provided by Minna no Code, which is based on ChatGPT-3.5. Students were assigned to write speech
drafts on proper Japanese usage addressing modern language issues. In the first session, they created speech memos
independently, and then created generative AI memos. The AI asked questions related to language issues that thestudents answered. The AI compiled these answers into memos. Students compared the AI-generated memos with
their own and revised them accordingly. In the second session, the students drafted speech manuscripts based on their436

memos and generated AI-created manuscripts. They compared their drafts with AI-generated drafts and maderevisions. In the third session, students received evaluations from the AI regarding their drafts, with feedback on theirstrengths and areas of improvement. Based on this feedback, students revised their speeches to complete their memos.
In the fourth period, students presented their written speeches.
For instance, when directing the AI to create speech memos, the instructor provided the following prompt template:"User role: You are an expert in improving prompts. Assist me in creating a prompt. Goal: Create the most suitable
prompt for my needs. Process: Your initial response should be, 'What topic should the prompt address?' Based on my
input, generate two sections: Section 1 (Questions): Ask relevant questions to gather additional information. This
iterative process continues until I indicate completion. Focus on 1) Motivation for the proposal, 2) Content of the
proposal, 3) Current issues, 4) Reasons for the proposal. Section 2 (Speech Memo): Once complete, create the speechmemo in the following format: 1) Motivation, 2) Content, 3) Current issues, 4) Reasons and evidence, 5) Summary.
Responses should be simple and clear for fifth graders, and use positive and motivating language." Based on thegenerated memo, students were instructed to create a speech draft using generative AI. For evaluating and improving
speech drafts, students were instructed to input: "Goal: Make the following speech text more 'communicative.'
Conditions: Summarize expressions for clarity and conciseness. Highlight strengths and areas for improvement. Use
language understandable to elementary school students"

Results
Throughout these lessons, we categorized the types of prompts students input into the generative AI. A total of 151
prompts were collected, with each student engaging in wall-hitting an average of 6.6 times (SD = 1.64). To clarify thewall-hitting process, these prompts were categorized into "Expressing Personal Opinions," "Creating Products,""Modifying Output Results," "Questions to Deepen Understanding," and "Other." There were 69 prompts in the"Expressing Personal Opinions" category, 29 in "Creating Products," and 17 in "Modifying Output Results." Thecategory "Questions to Deepen Understanding" had 4 prompts, and there were 6 prompts classified as "Other."

Discussion
The results indicated that students primarily entered prompts related to "Expressing Personal Opinions" and "Creating
Products." In this case, students used AI to generate presentation memos and drafts based on their opinions. They
crafted prompts for AI to create products that reflect their thoughts. Additionally, for "Modifying Output Results,"
students were observed tailoring the output to formats they could better understand and incorporating the acquired
information into their products. Prompts in the category "Questions to Deepen Understanding" included inquiries like
"What do you think about the language used by Japanese people?" where students sought the AI’s perspective on theirquestions. Based on the AI's responses, students engaged in discussions with their peers to clarify their thoughts. In
the speeches created by the students, there were instances where they incorporated the AI's suggestions, such as "theappropriate use of honorifics," and argued for the necessity of using honorifics appropriately according to different
situations and contexts.

Conclusion
The results of this study show that students sought answers from the generative AI to their own questions andrequested modifications to the output to make the information easier to understand. This indicates that lessons
incorporating generative AI can encourage students to actively receive information and engage in dialogue to deepen
their understanding. To develop effective lessons for students using generative AI, it is essential to design activities
that involve creating “products” and continuously improving them. Therefore, educators need to set higher-order
goals, such as creating new value rather than lower-level objectives, and structure lessons to achieve these higher-order
goals. Future research should continue to incorporate practical lessons that utilize generative AI, thereby expanding
the findings of this study. This approach facilitates a deeper exploration of the effective application of generative AIin elementary education.

References
Jauhiainen, J.S. & Guerra, A.G. (2023). Generative AI and ChatGPT in School Children’s Education: Evidence from a
School Lesson. Sustainability, 15, 14025.
Sabzalieva， E. and Valentini ， A. (2023). ChatGPT and artificial intelligence in higher education: Quick start guide.
https://www.iesalc.unesco.org/wp-content/uploads/2023/04/ChatGPT-and-Artificial-Intelligence-in-highereducation-Quick-Start-guide_EN_FINAL.pdf (Accessed: 31 December 2023)

437

Advanced Learner Model for Error Collection
Using Japanese honorifics as an example
Shubin Qin
Japan Advanced Institute of Science and Technology, China
s2320007@jaist.ac.jp
Wen GuJapan Advanced Institute of Science and Technology, China
Gu@jaist.ac.jp
Koichi Ota
Japan Advanced Institute of Science and Technology, Japan
Ota@jaist.ac.jp
Shinobu Hasegawa
Japan Advanced Institute of Science and Technology, Japan
Hasegawa@jaist.ac.jp

Key words: learner model, error collection, honorific language
With the development of the economy, many people are relocating to places where theirnative tongue are not spoken in daily life. Local language education for those learners
has become increasingly important. The object of this study is advanced learners, who
mainly enhance their language abilities through language using.
For example, Japanese have a honorific language system, and the use of it is dependingon objective conditions. This complexity often leads to errors, and it is difficult toindentify correct through textbooks.
This study takes Japanese honorific language as an example to develop a learner model
for advanced learners. This model uses a large-scale language model to classify,
summarize, and analyze the errors that occur when using honorific language for eachlearner's input sentences, in order to assess the learner's honorific language ability
and visualize the use of honorific language use in an appropriate way, making learners
more aware of their errors in honorific language use.
In this study, errors were divided into two types. The first type is "regular errors",
which include spelling errors and grammar errors, such as the Japanese spelling of "そうだすね", while the correct one is "そうですね". Another situation is "contextual
error", which refers to the situation where the word spelling and grammar are correct
but the usage is incorrect. The expressions "そうですね" and "仰る通りです" areequivalent to "as you say" in English. These two expressions are correct in word spellingand grammar, but may vary depending on the situation. Misusing these expressions canlead to misunderstandings. Advanced learners often face difficulties in choosing
appropriate honorific language expressions.
This model includes the following parts:①Input section；②Detection section；③Classification section；④Visualization section.
The author believes that in order to successfully develop this model, the following
important issues need to be addressed:①How to find or establish a honorific languages
dataset that includes different condition;②Each section will be completed by different

438

softwares or tools, how to organize these section together, and make sure can be usednormally;439

Development and Evaluation of Story-based Instructional
Materials to Improve Engagement in Mathematics
Haruka Sakurada
Department of Mathematics and Science Education, Graduate School of Science, Tokyo University of Science, Japan
1723507＠ed.tus.ac.jp
Kento Nakamura
Department of Mathematics and Science Education, Graduate School of Science, Tokyo University of Science, Japan
1722706＠ed.tus.ac.jp
Yuki Watanabe
Department of Mathematics and Science Education, Graduate School of Science, Tokyo University of Science, Japan
wat＠rs.tus.ac.jp

Abstract
This paper proposes story-based instructional materials including misdirection and fantasy contexts to improveengagement in secondary school mathematics. The aim is to develop instructional materials that improve engagement
by incorporating fantasy and misdirection into the story requirements of goal-based scenario theory.
Keywords: engagement, story-based material, instruction design, misdirection

Introduction
A proactive attitude toward learning is required, captured in the academic concept of engagement (Sakurai,2020). Engagement refers to the quality of a student’s connection or involvement with schooling and the people,
activities, goals, values, and places that compose it (Skinner et al., 2009). Engagement has three sub-concepts:
emotional, behavioral, and cognitive (Sakurai, 2020). The PISA (National Institute for Educational Policy Research,2013) results indicate that Japanese junior high school students face challenges in terms of emotional and behavioral
engagement.
As a means to improve engagement, Reigeluth et al. (2020) suggest incorporating compelling stories into lessons.
Stories trigger emotions such as conflict or surprise through events (Zazkis & Lijedahl, 2009). According to Dietiker
et al. (2023), misdirection, which refers to information that leads learners away from the answer, such as incorrect orambiguous information, can generate surprise and further questions in students. Cordova and Lepper (1996) also statethat learners actively participate in the class by incorporating learning activities into the fantasy context. This study
examines the effects of story-based instructional materials on students’ emotional and behavioral engagement,
including misdirection and fantasy contexts.

Research Design & Methods
We developed story-based instructional materials for a unit on figure and similarity in junior-high second-grade
Mathematics. Table 1 shows the instructional materials components and their corresponded design elements. Here,
we incorporated the elements of the scenario context: roles, cover story, and mission based on goal-based scenario
theory (Shank et al., 1994). In addition, we incorporated the fantasy context and misdirection described in the
background, aiming to improve students’ engagement. We then ask learners to answer a questionnaire on engagement440

to assess the effectiveness of the instructional materials. The questionnaire consists of items on engagement based on
Skinner et al. (2009) and original items on fantasy context and misdirection, and is administered twice, pre and post.
Finally, we analyze the relationship between engagement and instructional materials. At the conference, we plan to
explain the assessment and analysis of the developed instructional materials.

Table 1
Instructional Materials Components and their Corresponded Design Elements
Objective
Compose scenario context

Design Elements
Role
Cover story
MissionImprove engagement

Fantasy context

Overview of Learning Materials
Being a detective
Rescuing hostages held in a building
Identifying the building on the map where thehostages are
Rescuing the hostage as a detective

Misdirection

Lack of information about the height of theconfinement

References
Cordova, D.I., & Lepper, M.R. (1996). Intrinsic motivation and the process of learning: Beneficial effects ofcontextualization, personalization, and choice. Journal of educational psychology，88(4). https://doi.org/10.1037/
0022-0663.88.4.715
Dietiker, L., Singh, R., Riling, M., Nieves H. I., & Barno, E. (2023). Narrative characteristics of captivating secondary
mathematics lessons. Educational Studies in Mathematics, 112(3). https://doi.org/10.1007/s10649-022-10184-y
National Institute for Educational Policy Research (2013). Survey and Analysis Sourcebook of OECD for Programme
for International Students Assessment 2012 (PISA2012). https://www.nier.go.jp/kokusai/pisa/pdf/
pisa2012_reference_material.pdf (in Japanese)
Reigeluth, C. M., Beatty, B. J., & Myers, R. D. (2020). Instructional-Design Theories and Models, Volume IV, The LearnerCentered Paradigm of Education. Kitaohji Shobo. (in Japanese)
Sakurai, S. (2020). Engagement in learning, how to assess and nurture a proactive attitude toward learning. Toshobunka Sha. (inJapanese)
Shank, R. C., Fano, A., Bell, B., & Jona, M. (1994). The design of goal-based scenarios. Journal of the Learning Sciences,3(4). https://doi.org/10.1207/s15327809jls0304_2
Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection:
Conceptualization and assessment of children's behavioral and emotional participation in academic activities in
the classroom. Educational and psychological measurement, 69(3).
Zazkis, R., & Lijedahl, P. (2009). Teaching mathematics as storytelling. Brill.

441

From traditional library to Metaverse learning commons
Sumin Hong
Seoul National University, Republic of Korea
hongxiumin@snu.ac.kr
Taeyeon Eom
Seoul National University, Republic of Korea
eomcalm@snu.ac.kr

Sungkyung Park

Seoul National University, Republic of Korea
shuapark@snu.ac.kr
Minhee Lim
Seoul National University, Republic of Korea
minhee1603@snu.ac.kr
Cheolil Lim
Seoul National University, Republic of Korea
chlim@snu.ac.kr

Abstract
Metaverse libraries are expected to play a key role in learning commons that promote collaborative andinteractive learning environment (Chen et al., 2023; Fernandez, 2022). This study explores the theoretical and practicalaspects of Metaverse libraries by proposing three types of library spaces focused on the spatial aspect. To achieve this,the study implemented two research methods: a literature analysis to identify the potential of Metaverse libraries anda case study of existing Metaverse library to understand their roles and necessity. Libraries were categorized into three
types based on background theory and media perspectives: physical libraries (Cognitive Learning Theory, learningfrom media), virtual libraries (Constructivism, learning with media), and Metaverse libraries (Connectivism, meaningfullearning in media). Engagement evolves from receiving information to actively constructing new knowledge. The study
identified the purposes and roles of Metaverse libraries: empowering learners for the future, developing reading
experiences, expanding the library, nurturing a reading culture, and providing rich teaching and learning opportunities.
This transition transforms libraries from static repositories of information to vibrant learning commons whereinteraction, collaboration, and innovation thrive. This study highlights the potential of Metaverse technology totransform libraries, addressing current limitations while considering technical and ethical issues.
Keywords: learning commons, library, metaverse, metaverse library, virtual world library

References
Chen, X., Zou, D., Xie, H., & Wang, F. L. (2023). Metaverse in Education: Contributors, Cooperations, and Research
Themes. IEEE Transactions on Learning Technologies.
Fernandez, P. (2022). Facebook, Meta, the metaverse and libraries. Library Hi Tech News, 39(4), 1-3.

442

Enhancing Awareness of Unconscious Bias and Behavioral
Change Potential through Playbuidling in Higher Education
Natsumi Ikezoe
Meiji University
eu210077@meiji.ac.jp
Makiko KISHI
Meiji University
m_kishi@meiji.ac.jp

Abstract
This study aims to clarify how workshops utilizing playbuidling can enhance participants' awareness of unconscious
bias (Eberhardt, 2020) and their potential for behavioral change when faced with problematic situations. Unconscious
bias refers to preconceived notions that influence an individual's decisions and actions without conscious awareness.
Such biases often stem from societal stereotypes and personal experiences, affecting how we perceive and interact withothers. In our society, where unconscious biases can inadvertently cause harm to others, recognizing these biases is a
crucial step toward building a better society. This workshop aims to use playbuidling to create scenarios reflective of
everyday situations, allowing participants and observers to recognize unconscious biases and consider appropriate
behaviors in such contexts. Playbuidling is a pedagogical method that involves simulating real-life scenarios, wheremultiple individuals assume various roles to gain experiential learning and prepare for appropriate responses to actual
events.
This practice was implemented in a higher education setting with 30 students. The researchers presented scenes
containing unconscious biases and had the students perform these scenes in groups. Following the performances, boththe actors and the audience engaged in discussions to explore the unconscious biases embedded in the scenarios. Basedon insights gained from these discussions, participants reconsidered appropriate actions for each scene and re-enacted
the same scenarios. The reason for incorporating re-enactment is to provide participants with concrete behavioral
images, thereby expanding their repertoire of appropriate actions when encountering similar situations in the future.
This study focused on two scenes: priority seating on a train and the guidance of a new employee in the workplace.
Educational practices addressing unconscious biases often deal with gender bias, disabilities bias, and foreigner bias.
However, this study aimed to raise awareness of the various biases embedded in everyday situations that are often
taken for granted. Data were collected immediately after the practice through an online survey. Data analysis, basedon the KJ method, revealed that through playbuidling, participants could reflect on their perceptions, question thefundamental biases influencing their actions, and gain insights into reconstructing their thoughts and behaviors.

References

Jennifer L. Eberhardt (2020). Biased: Uncovering the Hidden Prejudice That Shapes What We See, Think, and Do, Penguin
Books, New York
Patricia Leavy (2020). Method Meets Art, Third Edition: Arts-Based Research Practice, Guilford Press, London
Joe Norris (2019) Reflections on the Techniques and Tones of Playbuidling by a Director/Actor/Researcher/Teacher,
Patricia Leavy (Eds) Handbook of Arts-Based Research, The Guilford Press, London

443

Creative Teaching: Towards a Pedagogy of Vitality and Possibility
Muri Marinho Mascarenhas
Tufts University, USA
murilo.mascarenhas@tufts.edu
In education, the proverb "It takes a village to raise a child" resonates deeply, yet its application often overlooks wisdom
beyond Western models, namely North American and European. This presentation challenges traditional educational
discourses by advocating for a broader integration of global educational perspectives, particularly drawing from the rich heritageof Afro-Brazilian cultural philosophy. Inspired by my experiences in Brazil, this research highlights interdisciplinary
frameworks that are designed to foster liberatory classrooms that nurture joy, community engagement, and institutional
creativity.
I interpolate three interdisciplinary frameworks with autoethnographic experiences. The first framework, "The Body,"
seeks to examine embodied pedagogies researched by Katz and Greiner (2023), advocating for the integration of neuroscienceand sociology to enhance classroom vigor through mindfulness, movement, and storytelling.
The second framework, "Enchantment," inspired by Afro-Brazilian philosophers Simas (2019) and Rufino (2019)
delves into philosophical and political perspectives, proposing strategies for cultivating captivating classrooms through conceptof disorientation as a catalyst for learning, the power of problem-posing, and the significance of rituals in educational settings.
The third framework, "Openings," emphasizes vulnerability, humility, and shared power dynamics in educational
partnerships. Drawing insights from transgressive paradigms, this framework advocates for holistic approaches that address
the diverse needs and aspirations of students, educators, and local communities (Tanaka, 2022; Rideau, 2022).
Throughout, this presentation posits that by embracing these frameworks, educators globally can reimagine and personalize
their pedagogy to foster vibrant and curious conditions that resonate with the ethos of their communities and everyday aesthetics.
Keywords: Creative teaching, educational aesthetics, educational frameworks, global perspectives, liberatory classrooms,
interdisciplinary approaches

References
Katz, Helena & Greiner, Christine. (2010). O Corpo em Crise: Novas Pistas e o Curto-Circuito das Representações. Annablume.
Simas, Antônio. (2019). O corpo encantado das ruas. Civilização Brasileira.
Rufino, Luiz. (2019). Pedagogia das Encruzilhadas. Mórula.
Tanaka, Masahiro. Attitudes and Intentions of Japanese Students and Teachers in Internal Quality Assurance ina Confucian-Heritage Culture. The Journal of Educational Innovation, Partnership & Change, Vol. 8 No. 2 (2022).
https://journals.studentengagement.org.uk/index.php/studentchangeagents/article/view/1118
Rideau, Ryan. Creating Classrooms as Radical Spaces of Possibility. Teaching and Learning Together in Higher
Education, Vol 1, Iss. 37 (2022). https://repository.brynmawr.edu/tlthe/vol1/iss37/1

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