Index
Preface ..................................................................................................................................... 1
Maps and Direction ............................................................................................................. 2
Floor Maps............................................................................................................................... 4
Around Nakano City............................................................................................................. 5
Event Schedule and Location........................................................................................... 6
The Use of the Campus Network.................................................................................... 6
Conference Program ........................................................................................................... 7
Keynote .................................................................................................................................... 8
Panel Discussion .................................................................................................................. 9
Representative Talk ............................................................................................................10
Showcase ................................................................................................................................12
Social Gathering ...................................................................................................................13
Concurrent Session .............................................................................................................14
Roundtable Session .............................................................................................................26
Rubric for Young Scholar Award....................................................................................34
Access to Shared Files for the Conference.................................................................35
Workshops .............................................................................................................................36
Acknowledgments ...............................................................................................................42Preface
ICoME is a multi-national annual conference offering researchers, faculty, andgraduate students a platform to share their work, collaborate, and network.
Conducted in English, the conference fosters communication and connection among
participants from diverse cultures, providing them with an opportunity to apply andenhance their cross-cultural communication skills.
The upcoming ICoME 2024 conference will center around the theme of “Performative
Approach to Media Studies in Education”. In recent years, there has been a growinginterest in Japanese educational media studies on incorporating the arts into STEAM education andutilizing thinking tools and visual arts to showcase learnersʼ unique qualities and diversity. Additionally, an
increasing number of researchers use performative approaches such as visual ethnography and graphics fordata collection. There is also a push to disseminate research ﬁndings through mediums beyond traditional
papers, such as comic books and board games.
This trend in the social sciences is focused on a Performative Approach, which is gaining global traction as a
research methodology. This research methodology utilizes theatrical techniques and visual arts, presenting
results in formats such as comic books and incorporating audiovisual media, including photovoice. This
movement focuses on embracing creative arts thinking as a cross-disciplinary approach to constructing
knowledge within the research context.
ICoME 2024 extends a warm welcome to conventional forms of educational media research, as wellas innovative and engaging approaches. We cordially invite STEAM education, workshops, and artistic
techniques such as theater, photography, video, cartooning, and more, encouraging research methods
incorporating cutting-edge technologies such as metaverse, VR/AR, etc. Our presentation formats are open
to diverse options beyond traditional presentations with slides.
We look forward to receiving submissions that showcase innovative perspectives and approaches to
educational media research.

Chair, Makiko KISHI, a professor, Meiji University

1

Maps and Direction
ICoME 2024 is scheduled to take place at the Nakano Campus of Meiji University in Tokyo, Japan. Nakano
City is well-known as a center for Japanese subcultures, attracting enthusiasts from around the world whoare passionate about the arts and subcultures. Moreover, Nakano is home to a diverse range of culinaryoﬀerings from around the globe. With its unique characteristics, Nakano is the perfect location for ICoME
2024.
Important: Meiji University has four campuses, and ICoME 2024 will be held at the Nakano Campus. Please
ensure that you search for “Nakano Campus” when looking for the event location.

From JR Nakano to the Conference
The Nakano Campus is a complex of a high-rise and a low-rise buildings. Please enter through the Main
Entrance located between these two buildings and take the escalator on either the right or left to the 5th
ﬂoor. The reception desk is located in front of the Hall (5F).

▶ Meiji University, Nakano campus▶ Venue: Meiji University, Nakano campus▶ Address: 4-21-1 Nakano, Nakano-ku, Tokyo, Japan
Meiji University has multiple campuses.
Please make sure to come to the Nakano Campus for
ICoME2024. When searching for Meiji University on
website, Ochanomizu and Meidaimae might appear in
the search results.

2

From Haneda Airport→ Nakano

It takes less than an hour to travel from Haneda Airport to Nakano Station using public transportation.
Tokyo has various transfer options, so please search for JR Nakano to ﬁnd your route. Here are somecommonly used routes for your reference:

From Narita Airport → Nakano

From Tokyo Station → Nakano
From Tokyo Station to Nakano Station, you can take the Chuo Line directly. There are limited express andrapid trains available, all of which stop at Nakano Station. The journey takes less than 20 minutes.

Please check out the videos of Meiji University, the Meiji University Nakano Campus, and
the Global Japanese Studies program, which will be hosting ICoME2024.

⬅ Meiji University

Global Japanese Studies ➡
⬅ Nakano Campus

3Floor Maps
Meiji Universityʼs Nakano Campus consists of High-Rise and Low-Rise Wing buildings. The High-Rise Wing
houses the Reception desk and the Hall, while the Low-Rise Wing contains the rooms for Roundtable andConcurrent sessions. Elevators are available in both wings for your convenience.
The main conference venue is on the 5th ﬂoor of the Low-Rise Wing. The Opening Ceremony will take placein the Hall in the High-Rise Wing on the ﬁrst day, so please proceed to the Hall after your arrival.
It is important to highlight that eating inside the Hall is strictly prohibited, but you can bring bottled
drinks with lids into the Hall. If you have a drink without a lid, please consume it outside the Hall or at the
Cafeteria.

Light refreshments for coﬀee breaks will be available in the University Cafeteria on the 1st ﬂoor of the LowRise Wing. Showcase presentations will also be exhibited in the Cafeteria and Room 109 on the same ﬂoor.

4Two workshops in the ﬁeld of arts-based research will be held in the presentation space on the 6th ﬂoor of
the High-Rise Wing on the third day. For more details, please refer to the Workshops section.

Around Nakano City
If you enjoy exploring the Nakano area, you will ﬁnd several cafes and restaurants within a 3-minute walkfrom the campus. There is also a public park nearby.

▶ MATCHA-Nakano City, Tokyo
This site provides information about sightseeing in Nakano in English.
https://matcha-jp.com/en/mcm24223▶ My Map for ICoME 2024 for Lunch
Feel free to inquire at the reception if you are searching for vegetarian, halal,or any other speciﬁc types of restaurants. Nakano and Koenji have restaurants
and cafes that oﬀer cuisine from around the world. We hope you enjoy a diverse
culinary experience while in Japan.

▶ Restaurants and Cafesʼ Information
This guide by Kojima Haruka, a Meiji University graduate, introduces some greatplaces to eat around Nakano Station.

5

Event Schedule and Location
The following pages summarize the components of our conference: Keynote, Panel Discussions,Representative Talk, Workshops, and participant presentation sessions, including Concurrent Sessions andRoundtable Sessions. The abstracts from the presenters are provided to all participants in digital format asa PDFs, so please refer to that document. The upcoming pages will guide you through the dates, times, andlocations (classrooms) for each presentation.

The Use of the Campus Network“Eduroam” is available at Meiji University. If your institution provides you with eduroam access, please
select “eduroam” from the Wi-Fi connections. For those without eduroam accounts, IDs and passwords will
be distributed at the reception desk on the 5th ﬂoor. These login details can be used for internet accessthroughout the conference period.

6

Conference Program
The theme of ICoME 2024 is “Performative Approach to Media Studies in Education”. We invitepresentations on a wide range of research in educational media studies, as well as on topics strictly related
to the Performative approach. In addition to presentations by researchers and students from various
countries, there will also be keynotes and workshops. To register, please refer to the registration page.

7

Keynote▶ Theme

Performative Approach for Development in Education▶ Date, Time & Room

August 21st, 2024, 10:30 - 11:30, Hall (5F)

▶ Speaker

Dr. Lois Holzman

Co-founder and Director of East Side Institute for Group and ShortTerm Psychotherapy, New York NY

We are honored to welcome Dr. Lois Holzman as our keynote speaker. Dr. Holzman is the director andco-founder of the East Side Institute in New York, NY. She is widely recognized for her groundbreaking
research and contributions to the ﬁelds of play therapy and social therapy. Her critique of the medical
model of mental health, along with her inﬂuential advocacy for incorporating Lev Vygotskyʼs concepts into
psychotherapy, organizational, and community development, has signiﬁcantly impacted the aforementioned
disciplines. In recognition of her exceptional work, Dr. Holzman received the Lifetime Achievement
Award from the Cultural-Historical Research Special Interest Group of the American Educational Research
Association.

Dr. L. Holzman has an extensive collection of books and papers, many of which have beentranslated and published in various countries around the world. Here are a few examples.

▶ Newman, F., & Holzman, L. (1993). Lev Vygotsky: Revolutionary scientist. Psychology Press.
▶ Newman, F., & Holzman, L. (1996). Unscientiﬁc psychology: A cultural-performatory approach tounderstanding human life. Praeger.
▶ Newman, F., & Holzman, L. (1997). The end of knowing: A new developmental way of learning.
Routledge.
▶ Holzman, L. (1999). Performing psychology: A postmodern culture of the mind. Psychology Press.
▶ Holzman, L., & Mendez, R. (2004). Psychological investigations: A clinician's guide to social
therapy. Routledge.
▶ Holzman, L. (2009). Vygotsky at work and play. Routledge.
▶ Holzman, L., & Morss, J. (2014). Postmodern psychologies, societal practice, and political life.
Routledge.
▶ Holzman, L. (2018). The overweight brain: How our obsession with knowing keeps us fromgetting smart enough to make a better world. New York.

8

Panel Discussion▶ ThemeReconsidering Educational Media Studies from the perspective of the “Performance”▶ Date, Time & Room

August 22nd, 2024, 09:30 - 11:30, Hall (5F)

▶ Speakers- Panelists
Ken HAGIWARA (Meiji University)
Keiju SUZUKI (Seto SOLAN Elementary School)
Roberto B. FIGUEROA (University of the Philippines Open University)
Jeeheon RYU (Chonnam National University)- Discussant
Makiko KISHI (Meiji University)
Yuko KAWASHIMA (Kansai University)- Coordinator
Ryota YAMAMOTO (Osaka Kyoiku University)
Research in educational media traditionally focuses on instructional technology and methods of media
usage. However, in recent years, a new perspective has also considered how media shapes and negotiates
social meanings and cultural impacts - the performative perspective.

The performative perspective

acknowledges media as tools and sites for social practice and expression. It explores how media usage andproduction engage with processes of social identity formation, performance, and meaning-making, oﬀering
new insights into the role and inﬂuence of educational media. Reconsidering Educational Media Studies
from the performative perspective, thus, promises a more comprehensive and profound understanding than
traditional approaches.
Considering the performative perspective, the panel discussion aims to spark new directions in educational
media research and practice. Thus, we will explore inquiry-based learning as a case study, focusing on
the design of learning environments for inquiry-based learning, the role of teachers, the process of social
identity construction among students, and the inﬂuence and role of educational media from a performative
perspective.
We are delighted to welcome Mr. Suzuki from Seto SOLAN Elementary School, leading innovative initiatives
in inquiry-based learning, to our discussion panel as a keynote speaker. Additionally, Prof. Hagiwara,
an expert in theater, will join the panel discussion, and Prof.Ryu, a researcher from South Korea who isengaged in inquiry-based learning utilizing cutting-edge technology. Facilitating the conversation, we haveProf. Kishi from Meiji University and Prof. Kawashima from Kansai University, who are actively involved in
educational practice research with a performative approach.
Through this panel discussion, our goal is to gain insights into educational practices from a performative
perspective and collectively explore new possibilities for educational media research.

9

Representative Talk
In the Representative Talk, we will provide a brief overview of the four organizations from Japan, Korea,
China, and the United States that manage and organize this conference, as well as recent research trends.

▶ Masayuki MURAKAMI, Ph.D.
Japan Association for Educational Media Study（JAEMS）
JAEMS was established in 1994 through the merger of two organizations, making it a traditional association
with a history of about 60 years. JAEMS has about 380 members, including university professors,
K-12 teachers, individuals involved in broadcast education, and others. The environment surrounding
educational media has changed, including a shift in views on learning and education and the evolution ofcontent and technology. Against this background, the purpose of JAEMS is to raise the academic level of
educational media research and to promote its dissemination and development through the cooperationof those involved in educational media research. To achieve that purpose, JAEMS engages in several
activities, including journal publication, an annual conference, biannual research conferences, and researchworkshops, among others.

▶ Seak-Zoon ROH, Ph.D.
Korean Association for Educational Information and Media（KAEIM)
KAEIM (Korean Association for Educational Information and Media) founded the “Korea Educational
Information Broadcasting Association” in 1995. It was created by scholars and experts interested in thetheory and practice of educational broadcasting and educational technology. As the scope of research has
been expanded to the educational use of various media and educational broadcasting, in 2004 the nameof the society was changed to the current KAEIM. As of 2024, the number of members of the KAEIM isabout 1,800. The association has established itself as one of the representative academic organizations in
educational technology in Korea.
KAEIM has also built up an academic system for the use of multimedia to increase the eﬀectiveness,eﬃciency, and attractiveness of education and has tried to improve the quality of education and theeducational environment in all educational ﬁelds from early childhood to higher education, as well as cyberuniversities and lifelong education. KAEIM has also been striving to contribute to the change and practice ofthe teaching and learning environment for the realization of Edutech (Education + Technology) along withthe development of technology in the era of the 4th industrial revolution through academic research on the
educational use of vast amounts of information and various media and the discovery of practical cases inthe educational ﬁeld.

10▶ Xiaoli ZHENG, Ph.D.
China. Association for Educational Technology（CAET）
The China Association for Educational Technology (CAET) was founded in 1991. The purpose is to promote
the deep integration of IT with education and facilitate the innovative development of the education
informatization industry. CAET aims to construct platforms that engage the government, enterprises,
schools, and research institutes in research, application, and practice of education informatization or
educational technology. Additionally, it explores domestic and international markets for enterprises,
develops the education informatization industry, leads industry innovation, realizes education equity, boosts
education quality, promotes the balanced development of education, and contributes to national education
modernization. CAET has established the Academic Committee and the Technical Standards Committee,
consisting of well-known Chinese educational technology specialists and information technology specialists.
CAET has also established 35 branch institutes involving artiﬁcial intelligence, open universities, agricultural
universities, foreign language, athletics, ﬁnance, medicine, traditional Chinese medicine, virtual reality &simulation, vocational education, K-12, secondary education informatization, educational games, ﬁlm &
television media, ﬁlm education, educational rehabilitation, the Innovation Education Practice Working
Committee, and the SMART Education Working Committee. Each branch is responsible for working within
its respective system or domain.

▶ Kumiko AOKI, Ph.D.
Teaching, Colleges and Community (TCC)
TCC is a virtual, global community focused on integrating technology into teaching and learning. Itemphasizes improving student learning through theory, research, case studies, and best practices,
showcased in the TCC Worldwide Online Conference. TCC was initiated by Dr. James Shimabukuro, whofounded the TCC-L discussion list and the TCC Online Conference to provide aﬀordable professional
development opportunities for Hawaii residents. The conference became a non-proﬁt organization in
2009, facilitating year-round activities and maintaining its fully online format, making it the longestrunning continuous virtual conference. The values of TCC encompass high professional quality, ensuringthat participants feel their involvement is substantive and beneﬁcial both personally and professionally.
The initiative also emphasizes professional development, oﬀering opportunities for growth and innovation
by exploring new technologies. TCC aims to bridge the digital divide, providing accessible professional
activities to educators worldwide, fostering a sense of international collaboration. The spirit of aloha,
embodying love, compassion, and kindness, is central to the community, balancing formal events withpersonal connections and support. For more information see the websites for TCC Hawaii and TCC 2024.
https://tcchawaii.org/about https://2024.tcchawaii.org/

11

Showcase
Six exhibitors will welcome you on the ground ﬂoor during ICoME 2024. They will introduce you totechnological advancements, educational practices, and insights into new technologies. We expect you togain practical knowledge and valuable networking opportunities to enhance your professional connections.
For more details about each exhibitorʼs products, please refer to their corresponding website:▶ National Geographic Learning (https://www.eltngl.com/):
National Geographic Learning proudly showcases popular series such as the new editions of Pathways and21st Century Communication. Additionally, we are presenting Spark, which fully supports studentsʼ selfstudy and teachersʼ lesson preparation.

▶ Immerse, Inc. (https://www.immerse.com/ja/home):
Immerse is proud to present our cutting-edge solutions at the exhibition, featuring “immersive language
learning experiences on VR headsets” and “interactive speaking practice with AI avatars on PCs”.

▶ Sinewave, Inc. (https://sinewave.co.jp/):
Discover Sinewave, where we revolutionize learning with our state-of-the-art audio recognition technology.
Our innovative speech recognition system fuses English learning materials, delivering an unmatchedlearning experience.

▶ NIMO (NiceMobile), Inc. (https://nicemobile.co.jp/):
Nice Mobile Co., Ltd. is Japanʼs oﬃcial distributor of MAX-HUB Meeting Board digital meeting solutions.
Our ﬂagship product is an all-in-one device with a monitor, camera, microphone, and speaker. It delivers
a seamless, high-quality conference experience and is user-friendly. This versatile device suits various
business scenarios, including lectures, presentations, and signage. You can experience its features ﬁrsthandby interacting with it at the venue.

▶ XR-based interactive art education content: Monetʼs HoloPalette (Yura Jeong, Daeun
Kim, Seonyul Lee, Huiryeong Kang, Jeeheon Ryu -Chonnam Univ.)
The content features an avatar of Monet, guiding learners to create a more immersive learning experience.
Learners drew on a virtual canvas using tools like paint buckets and brushes within the XR environment.
This XR-based content encourages creativity and technical skills in students, diverging from traditional art
education methods.

▶ XR-based Geography learning Simulation: Köppen climate classiﬁcation (Kukhyeon
Kim, Jeong Yuseon, Doeun Choi, Seungho Choi, Jeeheon Ryu -Chonnam Univ.)
This simulation provides learners with knowledge of the Köppen climate classiﬁcation, allowing them tomanipulate related 3D assets with their hands. This hands-on activity can facilitate learning by engaging
learners, focusing their attention, and oﬀering an enjoyable learning experience.

12

Social Gathering
As part of the Social Gathering for ICoME 2024, we have scheduled The Meet-Up & Networking Session (opento everyone) on the ﬁrst day (21st) and The Evening Reception (pre-registration required) on the secondday (22nd). Please see the details below.

The Meet-up & Networking Session▶ Date & Time：August 21st, 2024, 17:15 - 18:30▶ Room：University Cafeteria (1F)▶ The Meet-up and Networking Sessions are free of charge. You do not need to register to join.
We will serve light meals and soft drinks for all participants.

Special Event for Student Participants▶ Date & Time：August 21st, 2024, 17:15 - 18:30▶ Room：University Cafeteria (1F)
▶ Coordinators
Hiroki OHSAWA (Kinjo Gakuin University, Japan)
Toru NAGAHAMA (Tohoku University, Japan)
Jiwun JUN (Meiji University, Japan)▶ All student participants will have the chance to connect and form strong relationships withothers by “creating instant media” using smartphones. Instant media enables users to express
themselves and communicate with peers while producing content. We aim for this activity to help
students build relationships and also understand the potential of media.

The Evening Reception▶ Date & Time：August 22nd, 2024, 18:00-19:30▶ Room：University Cafeteria (1F)▶ The Evening Reception is paid, but attendance is optional. All those who wish to join mustcomplete their registration and payment before the conference. We will serve light meals andalcoholic beverages.
※ Important: The registered participants must show their entrance pass to the staﬀ at thecafeteriaʼs gate on the ﬁrst ﬂoor (1F).

13

Concurrent Session Ⅰ : 11:45-13:25
The Concurrent Sessions are formal presentations in which presenters share research outcomes,
developments, or applications. They are recommended for college faculty, Ph.D. students, or practitioners.

Room 501 (11:45-13:25, August 22nd)(1) Evaluating the Usability of an LMS-based Educational Metaverse: A Case Study ofWonderverse
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 teachersʼ 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 of Technology)(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 Womenʼs University), Masao
Murota (Tokyo Institute of Technology)(4) A Pilot Experiment of Role-Playing in a Virtual Learning Space
Hironori Sasaki (Chugokugakuen University)

14

Room 503 (11:45-13:25, August 22nd)(1) Impact of Self-regulated Learning Readiness on Junior-high School Studentsʼ
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 and Review
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 Wang (Wenzhou
University), Wen-Hua La (Wenzhou University)(3) Diﬀerences in Morality and Learning Performance Facilitated by Virtual Reality
Technology
Aya Fujisawa (Kamakura Womenʼs 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)

15

Room 505 (11:45-13:25, August 22nd)(1) Enhancing Evaluation Framework for XR-Based Education and Training
Ju-Yeon Park (Duksung Womenʼs University), Heejeon Suh (Tongmyong University), Namsu Park
(Sahmyook University)(2) Examining the Educational Impact of Editing Techniques: A Focus on Jump Cuts inVideo Content
Yo Kato (Tokyo Institute of Technology), Masao Murota (Tokyo Institute of Technology)(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 byChildcare Providers
Yuki Kamiya (Gifu City Womenʼs 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
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 Womenʼs 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)

16

Room 508 (11:45-13:25, August 22nd)(1) Eﬀects of SVVR-Based QOO Strategy and Learning Motivation on Cognitive Loadand 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 Teachersʼ 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 Womenʼs 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)(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)

17

Room 510 (11:45-13:25, August 22nd)(1) Characteristics of Prospective Teacher Studentsʼ Belief Formation about the Use ofTechnology 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 Teachersʼ Instructional Design
Kento Nakamura (Tokyo University of Science), Tadashi Misono (Shimane University), Yuki Watanabe(Tokyo University of Science)

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)18

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 Learnerʼs Selfsimilar Voice
Takeshi Nakamoto (Oita University), Makoto Nakashima (Oita University)

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)

19Concurrent Session Ⅱ : 14:40-16:20
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 and Lessons ffrom 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 Studentsʼ Autonomy to Nurture theirAutonomy
Katsuaki Suzuki (Musashino University)

20

Room 503 (14:40-16:20, August 22nd)(1) Changes in Professor Trust, Class Engagement, Learning Motivation in Team ProjectClassesJeonghee 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 teachersʼ strategies for writing historicalreasoning texts for studentsʼ 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 studentsʼ attitudes toward “tables” in arithmetic
Atsuyuki Yada (Kochi University)(3) Classroom Design for Just the Right Use of ICT in Mathematics Education: PracticalUse of Interactive Whiteboard in Teaching Trigonometric Graphing
Tomohiko Shima (Kanagawa Gakuen Girlsʼ Junior and Senior High School)(4) Reframing Deﬁnition and Measurement of Conceptual Knowledge in Mathematics
Shota Higuchi (Tokyo University of Science), Yuki Watanabe (Tokyo University of Science)21

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 andCritical 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)

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 in creative
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 of Practice
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)
22

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
Kenichi Kubota (Kansai University)(4) Learning Open Dialogue with Performative Approach: Potentials of Online Sessions
Yuko Takamoto (Mukogawa Womenʼs 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 workshop
Mika Suzuki (Tokyo University of Foreign Studies)(3) Trial Comparisons between YouTubeʼs Audience Retentions and Viewersʼ 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)

23

Room 510 (14:40-16:20, August 22nd)(1) From Mistakes to Mastery: Understanding Workshop Design through University
Studentsʼ Experience
Jiwun Jun (Meiji University), Makiko Kishii (Meiji University)(2) Transforming volunteer studentsʼ 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 thePhilippines
Crina Tañongon (University of the Philippines Cebu), Emely M. Amoloza (University of 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 University of 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)24

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)

Guidelines for Presenters in Concurrent Sessions▶ Presentation Time:
Each presentation is allocated 14 minutes for the presentation itself, 5 minutes for Q&A, and 1
minute for the transition. Please adhere to these time limits to ensure smooth session operations.

▶ Available Equipment:
Each classroom is equipped with a computer. If your presentation data is in PowerPoint or PDF
format, you can use a USB drive to upload your ﬁles. If you prefer to use your own laptop, eachclassroom provides cables for USB-C and HDMI connections. However, if you require other typesof hubs, please bring them with you.

▶ Session Chairs:
We have already appointed a tentative moderator for each session to take leadership to run thesession. Before the session begins, a designated moderator will determine if a single presenter will
act as the chairperson for the entire session or if all presenters will take turns in the role.

▶ Timekeepers:
Student staﬀ members will be present in each classroom to serve as timekeepers. They will assist
in ensuring the smooth progression of the sessions. If you have any issues, please consult with thestudent staﬀ.

25

Roundtable Session Ⅰ :13:30-15:00
The Roundtable Sessions provide an opportunity for casual presentations. By “casual,”
we mean that participants can present not only their research outcomes but also theirresearch interests, plans, or reviews of previous studies. We recommend these sessions
for graduate and undergraduate students. The top 20% of the speakers in the Round
Table session will receive the “Young Scholar Award.”
The Young Scholar Award is conducted for each session. Evaluations are based on arubric, and the awardees are selected based on the total scores. The announcement will
be made at the Closing Ceremony.
The rubric is published after the program list for the Round Table. Not only
presentations but also active discussions are subject to evaluation. Letʼs enhance
our research together by showing interest in various presentations in educational
media studies, initiating discussions, participating in them, and engaging in mutual
improvement.

Room 501 (13:30-15:00, August 21st)(1) A study of the impact of programming games on programming learning based
reﬂective scaﬀolding
YiNing Cai (Wenzhou University)(2) 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), 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, and Goal
Attainment in Online Postsecondary Settings
Jewel Mahoe (The University of Hawaiʻi at Mānoa), Seungoh Paek (The University of Hawaiʻi at Mānoa)26

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 are shared
mutually, and the communication possibilities between performers as a 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 inPrimary School Listening and Speaking Teaching
Yu Fu (Wenzhou University)(2) Impact of Hidden Curriculum on Upper Elementary Studentsʼ 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）

27

Room 504 (13:30-15:00, August 21st)(1) Factors Inﬂuencing Pre-Service Teachersʼ 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)(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 Teachersʼ 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 Class
Liya Zhou (Keimyung University, Civil Aviation University of China), Wooyong Eom (Keimyung
University), Liang Lina (Keimyung University, Liming Vocational University)(3) Structural Relationship Among Teachersʼ TPACK, School Support for TEL,Technology Self-Eﬃcacy, Technostress, and Teacher Performance in Chinese College
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 from a
Teacherʼs Perspective
Shoko Tange (University of the Sacred Heart)28

Room 511 (13:30-15:00, August 21st)(1) An empirical study of generative artiﬁcial Intelligence technology supporting EFL
studentsʼ learning
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 University of 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 Interventionʼs Impact on STEM Career Awareness andEmotional 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)29

Roundtable Session Ⅱ：15:15-16:45
Room 501 (15:15-16:45, August 21st)(1) Evaluating an Escape Room Metaversal Quest as a Teaching and Learning Tool for
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 School Students
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 Programfor 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 Aimed at
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 University), Seonyul Lee(Chonnam National University), Jeeheon Ryu (Chonnam National University)(4) Designing Inquiry Learning with Mathematical History to Foster Studentsʼ Epistemic
Curiosity
Mai Takahashi (Tokyo University of Science), Koki Tamaki (Tokyo University of Science), Yuki Watanabe(Tokyo University of Science)30

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)(3) 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), 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)

31

Room 506 (15:15-16:45, August 21st)(1) A Comparative Study of Information Moral Awareness among College Students inJapan 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 PreService 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 studentsʼ
oral expression ability
Yali Wang (Wenzhou University), Gang Yang (Wenzhou University), Yudie Rong (Wenzhou University)(2) The Use of ChatGPT in EFL University Studentsʼ 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 Instituteof Science and Technology), Koichi Ota Japan Advanced Institute of Science and Technology), Shinobu
Hasegawa (Japan Advanced Institute of Science and Technology)
32

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 University of 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 throughPlaybuidling in Higher Education
Natsumi Ikezoe (Meiji University), Makiko Kishi (Meiji University)(4) Creative Teaching: Towards a Pedagogy of Vitality and Possibility
Muri Marinho Mascarenhas (Tufts University)

Guidelines for Presenters in Roundtable Session▶ Presentation Time:
Each presentation is allocated 11 minutes for the presentation itself, 3 minutes for Q&A, and 1
minute for the transition. Please adhere to these time limits to ensure smooth session operations.

▶ Available Equipment:
Each classroom is equipped with a computer. If your presentation data is in PowerPoint or PDF
format, you can use a USB drive to upload your ﬁles. If you prefer to use your own laptop, eachclassroom provides cables for USB-C and HDMI connections. However, if you require other typesof hubs, please bring them with you.

▶ Session Chairs:
Before the session begins, all session members discuss if a single presenter will act as thechairperson for the entire session or if all presenters will take turns in the role.

▶ Timekeepers:
Student staﬀ members will be present in each classroom to serve as timekeepers. They will assist
in ensuring the smooth progression of the sessions. If you have any issues, please consult with thestudent staﬀ.

33

Rubric for Young Scholar Award
During the Roundtable Session, evaluations will be based on the rubric provided in the tablebelow. The most outstanding presentation will be honored with the Young Scholar Award at
the Closing Ceremony on the ﬁnal day. Members of the ICoME International Committee andleading researchers will conduct the evaluations.
The theme of this conference focuses on educational media research through a Performative
Approach. We expect presentations in the Roundtable Session to engage in performative
discussions with the audience, collaboratively constructing knowledge. Rather than simply
delivering a successful presentation, aim to facilitate sessions where both the presenters andthe audience can play and develop together.
Each classroom will have a moderator to support the smooth progression of your sessions.
However, the responsibility for the sessionʼs flow lies with the presenters, who should
coordinate and manage the session collectively.

34

Access to Shared Files for the Conference
You can access the documents distributed at the conference by scanning the following QR code.
The included data are as follows:▶ Abstracts of all presenters▶ Abstracts for Concurrent Sessions▶ Abstracts for Roundtable Sessions▶ Keynote materials▶ Panel Discussion materials▶ Other important documents from the conference committee

All the materials are stored on Google Drive and can be accessed within
Japan. However, access may be restricted in certain countries andregions, such as China. Therefore, we recommend that participants
download and save the data during the conference period. Please beaware that access to this drive will not be available after the conference.

35

Workshops
On Day 3, ICoME 2024 will feature seven workshops covering various topics and technologies.

Participationin the workshops will be handled at the reception desk during the event. Once you have decided on theworkshop you wish to attend, please make a reservation at the reception desk. Please note that someworkshops have a limited number of participants, and registration will be closed once the maximum capacity isreached.

The objectives of the workshops are as follows:(1) To build international and academic networks among students and scholars
from diverse countries and regions.
(2) To discuss the signiﬁcance and challenges of the performative approach ineducational media research.
(3) To exchange views on current ICT educational practices conducted in Japan.

Workshop A: Learning with Digital Thinking Tool
▶ Date & Time: August 23rd, 10:00-12:30 including a break▶ Room: 603（6F）▶ Organizer(s): Haruo KUROKAMI, Kansai University, JapanThe one-to-one learning environment is now becoming fundamental in several countries. While
many things were accomplished, our concern is with the use that commits each individual tothinking, organizing information, structuring ideas into a coherent form, and presenting it visually.
Supporting such a thinking process involves determining what thinking skills are needed and using
the appropriate visual tools/graphic organizers. Moreover, the digitalization of these tools makes
it possible to communicate ideas to each other and to construct ideas collaboratively. This kindof learning has, of course, been aimed for in the traditional classroom, but in practice, it has been
impossible due to time and space barriers. What makes this possible are class support systems anddigital thinking tools.
LoiLoNoteSchool is a class support system that includes a very simple tool for creating presentation
slides, video editing, and a thinking tools function. In this workshop, we would like to discuss themechanism and signiﬁcance of LoiloNote School while actually using it.
▶ Keywords: Thinking Skill, Visualization, LMS

36

Workshop B: Documentary Theatre Workshop▶ Date & Time: August 23rd, 10:00-11:00▶ Room: Presentation Space（6F）▶ Organizer(s): Yuko KAWASHIMA, Kansai University, Japan
Kawashima seminar students, Kansai University, Japan
Documentary theatre performs social events based on various materials, such as interviews with thepeople involved, eyewitness accounts, and documents. The purpose of such theatre is not merely
for the audience to appreciate the play. It encourages the audience to think about social issues fromvarious perspectives and to engage emotionally and deeply with the complexities of the events. It
also aims to generate new meanings through a multifaceted understanding of the event with theperformers and the audience.
The workshop will begin with staging a documentary theatre developed as the educational programfor multicultural conviviality at higher education, which Kawashima and her seminar students havebeen working on together. In the production process, the students took the initiative in deciding
on the theme, selecting the subject, conducting ﬁeldwork and interviews, writing the script, andpracticing. In these activities, students worked collaboratively and were assigned various roles, suchas performer, ﬁlmmaker, and designer of educational activities.
During the workshop, participants are invited to participate in various activities. Through those
processes, we will collaboratively deepen our understanding of the events in the play while making
conscious what is usually unconscious.
▶ Keywords: Documentary Theatre, Arts-Based Research, Education for Multicultural Conviviality,
Higher Education▶ Note: This session is related to the “Workshop on Arts-Based Reﬂection,” which will take place inthe same classroom from 11:30 to 12:30. While not mandatory, attending both sessions, if possible,
will allow for a deeper discussion on the signiﬁcance of Arts-Based Research.

37

Workshop C: Exploring AI Literacy: Understanding Risks and Imagining▶ Date & Time: August 23rd, 10:00-11:00▶ Room: 505（5F）▶ Organizer(s): Takaki KONDO, Tokyo University of Science, Japan
Kento NAKAMURA, Tokyo University of Science, Japan
Koki TAMAKI, Tokyo University of Science, Japan
Shota HIGHCHI, Tokyo University of Science, Japan
Yuki WATANABE, Tokyo University of Science, Japan
Hiro KAWAMURA, Future University Hakodate, Japan
Joya NAGATA, Future University Hakodate, Japan
In recent years, AI technology has become widespread in applications such as YouTube and TikTok,
and Large Language Model (LLM) based AI like ChatGPT has become prevalent. However, concerns
about the dangers of AI, such as privacy issues, information bias, and ethical concerns, have also
been raised. In educational research, there has been a focus on fostering AI literacy among users, notjust engineers, since 2019. Long and Magerko (2020*) classiﬁed AI literacy into 17 competencies,
deﬁning it as the ability for individuals to critically evaluate AI technology and use AI as a tool invarious contexts. This broader understanding of AI literacy is essential, especially as AI becomesincreasingly integrated into everyday life, from social media algorithms to healthcare decisionmaking systems.
In this workshop, we will focus on “AIʼs Strengths & Weaknesses” and “Imagine Future AI” amongthe 17 AIʼs competencies. By examining real-world social issues through the lens of AI, participants
will explore the potential risks and impacts associated with AI technologies. Through interactive
discussions and activities, participants will develop critical thinking skills and learn to evaluate AI
systemsʼ strengths and weaknesses in diﬀerent contexts.
Furthermore, in this workshop, we plan to utilize AI Snapshots provided free by our partnerorganization aiEDU in the United States. Participants will not only hear about our practices but also
actually experience the AI Snapshots. We hope this will provide insights into the application of AI
literacy education.
*Long, D., & Magerko, B. (2020) What is AI literacy? Competencies and design considerations. In
Proceedings of the 2020 CHI conference on human factors in computing systems: pp. 1-16
LoiLoNoteSchool is a class support system that includes a very simple tool for creating presentation
slides, video editing, and a thinking tools function. In this workshop, we would like to discuss themechanism and signiﬁcance of LoiloNote School while actually using it.
▶ Keywords: AI Literacy, Critical Thinking, Culturally Relevant Pedagogy▶ Note: Examples of discussion topic
https://tus.box.com/s/c9qhx0m6168st2o0d7yz0c0umoo8qlbz

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Workshop D: Kyrgyzstan Unveiled: Perspectives, Peace, and Pathways to Understanding▶ Date & Time: August 23rd, 10:00-11:00▶ Room: 506（5F）▶ Organizer(s): Yasuko SATO, Niigata University of International and Information Studies, Japan
Meerbek KUDAIBERGENOV, Seoul National University of Science and Technology,
Republic of Korea
In this workshop, we will look at Kyrgyzstan, a post-Soviet nation, and its role in the ongoing
conﬂict between Russia and Ukraine. Our main focus will be on the ﬁrsthand experiences of Russian
citizens who have chosen to relocate to Kyrgyzstan during these turbulent times. Through the lensof YouTube video content they have created, we will explore their perceptions surrounding thisunique destination. Drawing from the themes and narratives that emerge from these videos, we aim
to facilitate a dynamic discussion. Together, we will reﬂect on the crucial role of peace in our global
landscape and the transformative power of peace education. By fostering a deeper understanding
and empathy, we hope to cultivate meaningful connections and contribute to a more harmonious
world. Join us for an engaging workshop where we will unpack the stories, insights, and aspirations
that shape Kyrgyzstanʼs evolving narrative amidst the backdrop of conﬂict.
▶ Keywords:
Kyrgyzstan, Peace Education, Relocation Experiences, Russia-Ukraine Conﬂict, YouTube Narratives

Workshop E: Workshop on Arts-Based Reﬂection▶ Date & Time: August 23rd, 11:30-12:30▶ Room: Presentation Space（6F）▶ Organizer(s): Makiko KISHI, Meiji University, Japan
Kyoko Hazama, Meiji University, Japan
Shione KIDA, Waseda Setsuryo High School, Japan
Students of Waseda Setsuryo High School, Japan
In recent years, arts-based reﬂection techniques have gained signiﬁcant attention in education,
learning, and personal development. They oﬀer a potent means for individuals to delve into theirexperiences and emotions, fostering deeper insights and understanding. The workshop aims toleverage art as a tool for participants to reﬂect on their experiences and emotions, facilitating mutual
learning and discussion. The ﬁrst half will feature presentations by Waseda Setsuryo High School
students on their experiences with Arts-Based Reﬂection in inquiry-based learning, followed bydialogue. In the latter half, attendees will engage in reﬂection using speciﬁc art techniques.
In the ﬁrst half, we will introduce the generation of questions, deep exploration of themes, and data
analysis using physical movements, metaphors, and photographs as part of Arts-Based Research.
The studentsʼ research outcomes will also be displayed at the venue. In the second half, students will
present their intercultural experiences from their ﬁeldwork through a theatrical performance, aiming
to deepen participantsʼ understanding of the unconscious biases present in daily life.
▶ Keywords: Arts-Based Research, Reﬂection, Inquiry-based learning, High School Education
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Workshop F: How can we design the inquiry learning activity?
▶ Date & Time: August 23rd, 11:30-12:30▶ Room: 505（5F）▶ Organizer(s): Ryota YAMAMOTO, Osaka Kyoiku University, Japan
Toru NAGAHAMA, Tohoku University, JapanThe OECD Future of Education and Skills 2030 project developed the OECD Learning Compass
2030. It emphasizes the new competencies and the agency that students must develop for theirwell-being. Inquiry-based learning is an approach to engage students in problem-solving, socialchange, and creation, and it helps develop their competencies and agency through various activities.
Inquiry-based learning has a characteristic connection with social situations; therefore, educators
must consider the social context in which students are located and how the learning environment isdesigned. However, each school and student has a diﬀerent social context; hence we are not able togeneralize educational methodology, educators have to design by making linkage between global andlocal contexts.
This workshop aims to share the characteristics of each local learning context and discuss how we
can design the learning environment among participants. We hope this workshop will be a chanceto create new insight into designing inquiry-based learning to engage students to achieve their wellbeing.
▶ Keywords: Inquiry Learning, Design of Learning Environment, Agency, Primary and Secondary
School, Learning Context

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Workshop G: How Could We Increase Student Engagement through COIL?
▶ Date & Time: August 23rd, 11:30-12:30▶ Room: 506（5F）▶ Organizer(s): Shari Yamamoto, Konan University, Japan
Mihoko Chiba, Konan University, Japan
Gibran Garcia, Toyo University, Japan
Collaborative Online International Learning (COIL), commonly referred to as “COIL-type education,” isa method that connects students in Japan with their counterparts overseas through online platforms.
Coined by New York State University in 2004, COIL was introduced to Japan in 2014. This approach
involves students collaborating on projects and engaging in discussions to solve given problems.
Numerous universities have adopted COIL, which employs a diverse range of ICT tools and evaluation
methods. In this workshop, we will initially share our experiences with COIL projects at Konan
University and Toyo University, serving as examples of COIL-type education.
-

Konan University collaborated with partner universities on COIL projects ranging fromentirely online learning to hybrid learning, adding an in-person component to the COIL design.
Online interactions occurred synchronously on Zoom and asynchronously on virtual platforms suchas Padlet and Flip, which housed project materials and facilitated interactions that enhanced student
engagement and learning.
-Through COIL, Toyo University students honed their English proﬁciency and fosteredintercultural communication skills. This initiative facilitated cultural exchanges with international
peers using the virtual 3D learning platform FRAME.
Subsequently, we will encourage all participants to share and discuss eﬀective strategies fordesigning COIL, fostering a proactive learning environment for students. Ultimately, this workshop
aims to facilitate networking opportunities and future collaborations between universities.
▶ Keywords: Collaborative Online International Learning, COIL, pedagogical methods, ICT tools,
student engagement, cultural exchange, higher education▶ Note: Students who have previously participated in COIL-type classes will also be invited to attend
this workshop.

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Acknowledgments
In light of the signiﬁcant impact of the COVID-19 pandemic, our conference has been held online for the
past few years. The in-person gathering in Japan signiﬁes a meaningful return after eight years. We extend
our deepest gratitude to all those who contributed to the success of ICoME2024, hosted at Meiji University
in Tokyo, Japan. We want to express our sincere gratitude to our sponsors for their generous support,
which has made this event possible. We also extend our thanks to the host institution for providing thenecessary facilities and logistical support for the conference.
▶ Meiji University, Headquarters of International Collaboration
We want to express our gratitude to Meiji University for hosting our conference at one ofits venues. The facilities provided an optimal setting for our guests to present, network, andengage in fruitful conversations. Thanks to your support, the keynote speeches and panel
discussions were a success, signiﬁcantly contributing to the development of educational
media research. We look forward to continuing our collaboration in the future.
▶ Cengage Learning - National Geographic Learning
We are grateful for your generous support in sponsoring our conference. Your showcase
was a highlight of the event, capturing the interest and engagement of all attendees. Your
support demonstrates your commitment to promoting knowledge and collaboration in the
educational technology ﬁeld. We look forward to continuing this valuable partnership andworking together in the near future.
We acknowledge the eﬀort and dedication of the organizing committee members who planned andexecuted this event. We are also grateful to the volunteers and support staﬀ for their invaluable assistancein ensuring the seamless operation of the conference.

Last but not least, we would also like to express ourappreciation to all attendees who traveled from around the world to attend this conference. Your presence
and participation have been integral to its success.

▶ Makiko KISHI

Meiji University / Chair▶ Ryota YAMAMOTO

Osaka Kyoiku University Secretary / Panel Discussion Coordinator▶ Yuki WATANABETokyo University of Science / Secretary▶ Mihoko CHIBA

Konan University/ Round Table Session▶ Masayuki KUDO

Fuji Womenʼs University/ Keynote Speech Coordinator▶ Xiaohong ZHANG

Kansai University / Visa Liaison & Visa Coordinator▶ Toru NAGAHAMA

Tohoku University / Workshop Organizer▶ Gibran GARCIA

Toyo University / Assistant & Facilitator▶ Shari YAMAMOTO

Konan University / Session Organizer▶ Kento NAKAMURATokyo University of Science / System Organizing Manager▶ Takaki KONDOTokyo University of Science / Creative Director▶ Jiwun JUN

Meiji University / Digital Chair42

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