The flow experience in learning is an internal motivation for study. Although incorporating flow theory into foreign language learning has been proposed, no attempt has been made to actually prepare foreign language teaching materials and learning plans based on flow theory and to verify the effect. The image projected on the dome theater is thought to cause flow easily. In order to verify whether there is a flow effect or not, we created a second foreign language learning plan using dome images and carried out experimental lessons. Video shot of experimental lesson and questionnaires to verify its usefulness and the induction of the flow experience in foreign language learning. Also, the dome image proved to have more effect than conventional movies and videos. Foreign language teaching materials and learning plan using dome image were found to be suitable for introduction department of foreign language scholars in particular who just started their studies.

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This study aimed to clarify how elementary-school readers comprehend manga stories. According to van Dijk & Kintsch's (1983) model of reading comprehension, people can construct three distinct levels of text representation: the surface form, the propositional textbase, and the situation model. Based on this model, we investigated whether this tri-partite distinction might be applicable to the comprehension of manga stories. Sixty-three children (11- to 12-year-old sixth graders) read a manga story and a text-only story and completed comprehension tests for both. The results demonstrate that, for both manga and text-only readings, surface form test performance affects situation-model construction and these effects are serially mediated by performance for textbase representation, indicating that van Dijk and Kintsch’s model is applicable to the comprehension of manga, in addition to text-only readings. A correlational analysis and Bayes factor tests showed significant associations between manga and text-only reading for textbase and situation-model levels of memory performance, whereas there was no association with memory performance at the surface-form level. Based on these insights, similarities and differences of comprehension ability between manga reading and text-only reading are discussed.

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In this article, I focus on a teacher Seki Takeshi, who was supposed to practice education using Film for the first time at the prewar Seijo Elementary School, by exhaustively examining discourse / practice records left in the educational journal, so far I will reconsider the relationships between prewar Film and education that were to be mentioned only limitedly. In particular, the reason for focusing on the Seki Takeshi’s film educational activities of Seijo Elementary School from 1925 to 1933 is that before 「UGOKU KAKEZU－RONSO」（the controversy about films as a wall chart）. 「UGOKU KAKEZU－RONSO」 is the opportunity to foster a recursive discourse on the relationship between Japanese Audiovisual media and school education. Therefore, Seki Takeshi’s film educational activities is an important case with a possibility to suggest different possible forms other than the dualistic composition (Acceptance of films as works / Use of films as tools) in the relationship framework of film and education which is conventionally used during the war, from the war to the present. Seki Takeshi 's film education was not only a work appreciation, teaching tool, teaching material, but also interdisciplinary media practice that utilize the filmmaking activity as a series of 「acts」 such as preproduction, shooting, editing, screening, discussion as education. It was practice of new education with the film act as media.

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Tentative school textbooks for “Media and Communication” which is a special subject for nurturing information literacy in elementary school were developed by faculty members. The focuses of the textbook are information utilization skills, flexible use of information in the 21st century, full use of integrated media in expression and communication, and so on. For the purpose, the learning activities are based on problem solving and cross-curricular approach. These points in the developing the textbooks made faculty members deepen their understanding of each phase of the subject. Paper surveys were conducted to know the influence of developing the textbook for faculty members and students. As a result, positive feedback from the members was observed. As for students, the ratio of positive answers about all focus points were high. In actual lessons in the subject, students were observed to utilize multimedia information easily because of the easy-to-understand manner of the textbook. On the other hand, for the faculty members, it was not easy to actualizing problem solving approach and cross-curricular approach.

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