We developed an interactive learning support system, REQUEST, using tablet terminals, and conducted a case study to validate the system by using it in an explanatory lecture for multiple-choice exercises. By asking some students to input their answers to the mark sheets on the tablet devices during the exercise, we were able to monitor the answers of the students in the class in real time and provide explanations that meet the needs of the students, such as solving their questions and reinforcing their weak points. Even with an average of about 10 tablet devices for an average of 50 students, it was showed that the responses on the tablet devices were equivalent to the responses on the mark sheets of all the students through operational considerations.

This study clarifies what kinds of learning experiences after university enrollment encourage unlearning and influence beliefs about learning. As such, semi-structured interviews were conducted with seven university third-year students and the results were analyzed using trajectory equifinality approach. From this, we show four processes of experience such as “becoming a university student and being surprised at the differences from high school”, “lecture-focus/one-way teaching,” that are different from what you want, “exercise-focus/participatory teaching,” that make you feel positive and “project-based learning” after their university. These experiences fostered critical awareness about teaching and stimulated an unlearning of the values associated with “forcefully cramming knowledge.” Under the process, the students developed ideas about “building knowledge through dialogue,” “designing and prototyping from scratch in groups,” and strengthened their beliefs about “learning as an activity for playing an active part in society”.

In this study, we developed a health-support educational program to improve body movement and QOL of Parkinson’s Disease Patients and investigated the results of the program through a randomized controlled trial. The experimental group received on-demand Tango Therapy based on an instructional design and feedback via a video conferencing system. The control group received an online lecture on health. The findings indicated that the frequency of outings increased significantly within the experimental group. This shows that they received more opportunities for social participation and thus, were more satisfied with their lives. Furthermore, the interview data showed that mastering the online learning process improved the physical movements, which led to psychological changes, observed in daily activities. The patients’ active participation in society increased.

In today's world of fierce international competition, it is important to foster the creativity of children who will lead the next generation. The authors adopted Takahashi's definition of creativity (2002) "ability to integrate known knowledge and experience to create new and valuable things". We developed creativity development education to combine “HATSUMEIGAKU (Ueki 2018)” and the thinking method of innovating medical device, based on the knowledge of Torrance. We practiced the education for the 5th grade of elementary school students (N=63), and analyzed the effect by psychological scales in before and after comparison. Psychological scales for creativity (factors: expandability, logic, and positiveness, uniqueness, concentration / sustainability, convergence, precision) and psychological scales for critical thinking (factors: exploratory mind, objectivity, logical thinking, Emphasis on evidence) The outcome was that we expect the creative development education can grow the factors of extensibility, logic, positiveness, concentration / sustainability, precision, inquiryand emphasis on evidence.

In this study, we used experimental methods to investigate the effect of presenting a diagram on the understanding of “breakdown” of computational thinking. Students from 4th to 6th grade elementary school participated in a two-day programming class. The programming class was divided into two groups: one group that programming was taught by showing diagrams and the other group that programming was simply taught. After the programming class over, we showed students a game and asked them to think about the necessary elements of the game. As a result of comparing the number of components drawn by each group, the group that showed the diagrams had more components, and the difference in means was significant. The results of this study suggest that the presentation of diagrams affects the “breakdown” of programming thinking.

In this study, the authors conducted and evaluated the effects of a research lesson as part of a housing design exercise in the context of architectural professional education at a technical college. The purpose was to shed light on the effectiveness of using pattern language in assessment preparation and teaching. Before the research lesson, a group of teachers drew up the pattern language and rubric for the group design exercise “Housing Design by Bioclimatic Design.” We compared the treatment group, which participated in workshops using the pattern language during their design exercise lessons, with the control group, which attended normal design exercise lessons. The treatment group and the control group were both shown the rubric beforehand and we confirmed that the treatment group scored higher both in the teachers’ assessment of the students’ work and in the students’ own self-appraisals of their “embodied skills” in their lessons, demonstrating the effectiveness of using pattern language in teaching. We also confirmed that assessments of the group work with higher understanding of the pattern language’s content and more active use of the pattern language were higher among the treatment group.

In this study, we conducted lessons aimed at improving the use of learning strategies, necessary for self-regulated learning in social studies (historical fields) classes, for junior high school students, and examined the effects of lessons on self-regulated learning. First, a questionnaire survey of junior high school students was administered and a scale was developed to analyze the learning strategies necessary for self-regulated learning. The learning strategy scale consists of two strategies: cognitive-dialogue strategy and metacognitive strategy. Factor analysis results revealed the following learning strategies: systematization strategy, dialogue strategy, monitoring strategy, and planning strategy. The learning strategy scale was found to be reliable and valid. Second, we developed a social studies learning program to promote learning strategies’ use and examined the learning program’s effects on use of learning strategies by using the developed learning strategy scale. The results show that it was effective in systematization, dialogue, and monitoring strategies. No effect was seen in the planning strategy.

We created a learning model, called self-reflection model, that allows children to demonstrate self-regulation skills and to independently evaluate, analyze, and improve their works. The effect of implementing the model in a classroom to help students show self-regulation skills was examined. For the purpose, the relationships between where their works were revised and advices for the revision were analyzed by matching them to the learning process in the model. As a result, the effectiveness of the model was suggested.

This study focused on abstract conceptualization, which was a process of conceptualizing experience and constructing knowledge that can be applied to other situations based on KOLB's experiential learning model. The participants were college students who participated in a class using project-based learning in the first year of higher education. The content of the reflective reports that the students wrote after each lesson was regarded as abstract conceptualization. Based on the results of prior practice, the instructions for the reflective reports were improved to support abstract conceptualization. Based the rubric that evaluates the reflective reports, the description instructions were developed. The students’ reflective reports were examined from the perspectives of the amount of description, and the types of abstract conceptualization. Furthermore, the questionnaire about the instruction was used to investigate its effectiveness. As a result, there were more than 90% of positive opinions about the improved description instructions. Moreover, there was a significant difference in the amount of description in the practice that incorporated the instruction of interpretation and analysis from the middle of the semester. Regarding the description corresponding to abstract conceptualization, the amount of description of “report” decreased and the amount of description of “interpretation” increased, but the amount of description of “analysis” remained unchanged.

This study examined the effectiveness of character strengths intervention on disaster education. A disaster prevention strentgth Karuta was developed to teach step-by-step how to use strengths for disaster prevention. The strengths intervention consisted of a process of strengths assessment, Karuta implementation, understanding the examples of applications, self-generation of ideas, sharing of ideas, and feedback. In study 1, thirty-six undergraduates participated the strengths intervention and asked to implement a disaster preparedness actions. One week later, they shared each preparedness actions to deepen their understanding of strengths application. Before and after a week after the education, degree of disaster preparedness was measured. Also, before, after, and a week after the education, strengths knowledge and strengths use were measured. The results showed that degree of disaster preparedness was increased after a week. Strengths knowledge and strengths use were higher after and a week after than before. Study 2 examined the reproducibility of the findings of Study 1 for twenty-eight undergraduates and found similar results. These results indicated the effectiveness of this strengths intervention. Finally, directions for future research are discussed.

Programming education has been conducted at elementary schools in Japan since 2020. It has been said that creative music-making is related to such education. This study developed a web application reflecting the characteristics of “live coding,” an improvisational, creative music-making method. In “live coding,” a “live coder” creates music programming in real-time. In this paper, I first summarize the essential points in developing the web application, titled “Tec-Mu,” and explain the policies for its development. Next, I provide an overview of the developed web application. Thereafter, I validate whether the application possesses proper operations for encouraging “tinkering” in children, brings out various musicality in children, and stimulates children to understand the “elements characterizing music” through music class practice.

Recently, questions have been raised about null hypothesis significant testing, which have been one of the most powerful tools for supporting research evidence in many research fields. This paper focuses on effect sizes, which are required to be reported in order to increase the reliability of such significance tests, and investigates the extent to which effect sizes have been reported in the Japan Journal of Educational Technology over the past 10 years. The results showed that in the Japan Journal of Educational Technology, the ratio of effect size posted in papers increased from around 2016, but it did not increase as much as the ratio in other countries, and it also showed a tendency to fall slightly in recent years. It was also found that the percentage of papers on educational system development that did not include the effect size was particularly high.