Japanese government has announced its "AI Strategy" and called on each university to establish a system that allows students, regardless of whether they are liberal arts or science majors, to receive elementary education in AI. In response to this demand, the Center for AI and Data Science Education and Development was established at the Hiroshima Institute of Technology, and we prepared teaching materials for the university-wide first-year course to introduce the basis of AI and data science under this center. Specifically, we set the goals of this class, examined the content, prepared reference materials, and provided support to the lecturers. In addition, we designed an evaluation method for learning effects and conducted a simple analysis of learning effects. As a result of analyzing the learning effects, we confirmed that we were able to provide education that allowed the students to grasp the basic technical principles of AI. We also confirmed that it was useful in motivating students to learn about the mathematics.

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The text of the opening columns of two national newspapers and one weekly magazine were selected for analysis, and changes in characteristics such as the total number of characters, punctuation rate, parentheses rate, and katakana rate were examined in these columns in the SNS era. The results showed that Newspaper B showed a significant increase in the percentage of punc-tuation in sentences after the 2000s. The percentage of parentheses in Newspaper A increased significantly from the 1980s to the 2010s.

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In this study, we clarified the attitudes of 99 liberal arts college students regarding their expectations and concerns about generative AI. The results showed that the expectations for generative AI in-cluded information provision and learning support, accurate document creation, time saving, con-venient life, work and task efficiency, and ideas and creation for problem solving. In particular, the negative group by image of generated AI expects it to provide efficiency in work and tasks and ac-curate information. On the other hand, the positive group expected it to provide ideas and save time. The concerns about generative AI included the reduction of human thinking ability, unemployment, copyrights, accuracy and reliability of information, and invasion of privacy. In particular, the negative group indicated that they were concerned about unemployment and risk management, while the positive group was concerned about data reliability and invasion of privacy.

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JAIE held its 5th research conference in the metaverse in 2023. The author was responsible for preparing the metaverse and managing the venue operations on the day of the event. This paper provides a report on the preparations and the event.

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Recently, there has been an increase in the number of opportunities to come into contact with classes that make use of the metaverse. In this paper, we report on a class for truant students and a class for teacher training. The practice of using the metaverse with truant students showed that none of the students found the operation difficult, and it was pointed out that the metaverse has the possibility of encouraging relationships and connections with other people, even with truant students. From the practice with teacher training students who observe classes at primary schools, it was pointed out that (1) the sense of the world about education is expanding, (2) the usefulness of being able to share, (3) future potential, (4) technological progress, (5) correction of the education gap, and (6) use in proficiency-based learning. This shows the possibility of a wide range of uses of the metaverse in education.

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