This paper provided a comprehensive review of the literature corresponding to contemporary/societal demand in educational technology and its related areas of educational research by means of analyzing article abstracts in Japan Journal of Educational Technology, Japanese Journal of Educational Research, Japanese Journal of Educational Psychology, and Research Journal of Educational Methods from 2006 to 2022. The result of the analysis showed that there were four cases: 1. Research has been conducted in close relation to, or even shared with, both educational technology and related disciplines to correspond to these demands. 2. Research has accumulated knowledge as these needs have changed. 3. Research to correspond to these needs has been carried out in educational technology but has not been discussed in its related fields. 4. Research to correspond to these needs has been carried out in its related fields but has not been discussed in educational technology. The relationships between the many kinds of historical and societal demands and educational research were also discussed based on the result.

Information education has been established as one of the primary research domains within the Japan Society for Educational Technology (JSET). This paper aims to identify the forthcoming research agendas in the realm of information education by undertaking the following two tasks: 1) Summarizing the historical trends in information education research within the Japan Society for Educational Technology and 2) Conducting an empirical investigation into information utilization competencies. Firstly, a focus is placed on specific realms: information ethics education and programming education. Through meticulous analysis, emerging issues within these domains are identified. Secondly, a comprehensive investigation is carried out. Drawing from established research, various components are scrutinized. Additionally, a survey targeting university students in teacher training programs is administered. This survey seeks to explore the relationship between the commencement of information terminal usage and proficiency in information handling. Furthermore, each individual component is examined. From these findings, forthcoming research topics relevant to the landscape of information education are presented.

In contemporary primary and secondary education, social needs and technological environments for learning environments are changing. We reviewed research trends on learning environments in Japan, taking as our guide the four aspects of “space”, “artifact”, “activity”, and “community” as described by Yamauchi (2020). First, we surveyed which academic fields of learning environments were the subject of research, and found that the largest number of papers were from the Japan Society for Educational Technology, focusing on “artifacts” and “activities”. Second, a review of only papers from the Japan Society for Educational Technology (JSET) verified that there was a situation where research on “community” and “space” was scarce, along with the typical combination of the four aspects. Based on these results, we recommended (1) an approach to areas where knowledge is lacking and (2) the importance of constructing a framework to systematically capture the accumulated knowledge.

The digital transformation is expected to bring technological innovations in the area of learning assessment. To develop new learning assessment research, we aimed to organize three points: 1) Changes in assessment methods brought about by technological changes, 2) Changes in learning and assessment brought about by authentic assessment, and 3) Changes in competencies and others in foreign countries. As a result, it became apparent that to deepen learning assessment research in Educational Technology, it is necessary to review the assessors' learning assessments, revise and diversify the assessment methods accordingly, and effectively use technology to respond to this diversification. Creating this line of research will lead to more remarkable transformations in learners than ever before and changes in the design of learning environments.

This study was to investigate the recording the task-engaging behavior of a child with autism spectrum disorder with accompanying severe intellectual impairment using an accelerometer. Three body rhythm frequency bands were used (0.0 Hz to less than 1.0 Hz, 1.0 Hz to less than 3.0 Hz, and 3.0 Hz to less than 5.0 Hz). The results suggested that the average correct response rate was related to the distribution rate (0.0 Hz to less than 1.0 Hz), the number of stereotypic behaviors was related to the distribution rate (1.0 Hz to less than 3.0 Hz), and the number of occurrences of the leaving behavior was related to the distribution rate (3.0 Hz to less than 5.0 Hz). The results suggest the possibility of clinical application as an evaluation method for learning situations using body rhythm frequency as an indicator.

This study aimed to identify tutoring strategies used in real-time online tutoring in writing centers of Japanese higher education. The research identified seven steps in the tutoring strategy consisting of the four stages of preparation, introduction, development and summary. These did not significantly differ from those of face-to-face tutoring. Six components of the tutoring strategy were derived, including: “Understanding students' stumbling blocks and levels of comprehension through observations and questions that vary from face-to-face sessions,” “Recognizing the advantages and challenges unique to online screen-based sessions and determing the best way to address to them,” and “Trying to deal with system related issues effectively to prevent discruptions.” The tutors also considered non-verbal cues, such as the learners' gaze and the sound of keyboard input. These cues were interpreted differently compared to, face-to-face interactions. By doing so, tutors were able to gauge the learners' understanding and stumbling blocks, responding in ways distinct from face to face tutoring. Consequently, it is evident that some components are specifically tailored to the online environment.

We developed a type of learning support material, “IMIAWASE CARD,” to encourage students learning Japanese as a second language to participate in classes. “IMIAWASE CARD” is a card game-type learning material that aims to help students acquire vocabulary that is often used by teachers in class but is difficult for students who need Japanese language instruction to understand. The developed learning material was used for two weeks by 67 students who needed Japanese language instruction, and evaluations were conducted by them and their teachers. Although there was no significant difference between the means of the pre-test and post-test scores in the test to confirm vocabulary understanding, the results of the questionnaire survey regarding interest, motivation, and usability showed that over 90% of the children and teachers gave a positive evaluation. These results suggest the usefulness of the “IMIAWASE CARD” as a learning tool.

This study aims to clarify the elements of compelling study abroad program designs. We identified three global competency components based on several questionnaire surveys of university students: collaborative, initiative, and performative. These competencies are correlated with foreign language communication, speaking, output, and preparation hours during the short-term online study abroad programs. Providing opportunities for communication, speaking, output, and preparation with a foreign language is indispensable in designing a compelling study abroad program.

In this study, we examined the impact of self-directed learning readiness on continued use of a lifelog system of learning through an empirical evaluation. The trial version of the Self-Tailored Educational Portal System, or STEPS, that allows students to record and visualize all of their own learning activities including their plans was used. The first- to third-year students from four Japanese universities participated in the evaluation, and from the results of a decision tree analysis of the continuous use status, factors with influence to the continuation were identified. Among the seven constituent factors of Self-Directed Learning readiness, it was found that a group of students with high self-responsibility and confidence of self-control tended to continue using the system until the end of the evaluation. In addition, the higher the degree of self-awareness that a student could learn effectively in various situations, the less they regarded the system as a learning planning tool, and the more they used it as a learning record monitoring system.