The tendency to procrastinate in assignment submission has been divided into passive procrastination, based mainly on negative aspects, and active procrastination, based on positive aspects that enhance the quality of assignments. With the objective of considering appropriate intervention methods for the early submission of assignments in flipped classrooms, this study examines the relationship between students' self-reported procrastination tendencies and several behavioral measures, related to early submission of assignments. The behavioral measures used included the grace time for assignment submission in actual flipped classrooms (how much earlier from the deadline the assignment was submitted), the time to start the assignment (how far in advance of the submission deadline they started watching the video), and the time to engage in the assignment from commencement to submission. The results showed that active procrastination was related only to the time spent on the assignment.

The presence of stereotypes about women has been identified as a contributing factor to the low representation of women in science and engineering. This study explores the factors that deter female students in interdisciplinary Humanities and Science departments, who have received job offers, from opting for science-related positions, with a focus on the job-hunting period. The purpose of this study is to clarify the self-perception of “humanities” or “sciences” held by female students in interdisciplinary Humanities and Science departments during their job-hunting period, and to elucidate the trends in their career choices based on that perception. Semi-structured interviews were conducted and analyzed using the TEA qualitative research method, which revealed that although the female students in this study received a diverse STEM-type education in an interdisciplinary undergraduate program, and some students moved from humanities to science-oriented seminars, they did not recognize their strengths during the job search period and positioned themselves in the humanities, like traditional undergraduate schools. It was suggested that external factors such as having only the choice between humanities and sciences when job hunting and the lack of job information in the sciences from those around them contributed to female students positioning themselves as humanities majors and contributing to the stereotype of girls as humanities majors.

In order to explore the qualitative and quantitative changes in children’s social networks, we created survey items based on Dunbar’s number, which is the number of people a person is likely to maintain relationships with. After conducting a preliminary survey of high school and university students, we administered a questionnaire survey consisting of 15 questions regarding intimacy in social networks, specifically targeting elementary to high school students. It was conducted in February and March 2021 and 1,163 elementary school children, 1,174 middle school students, and 410 high school students were surveyed. When we factor-analyzed the results, we extracted 13 items from two factors, the task of naming the first factor “relationship at the level of acquaintance” and the second factor “relationship with a sense of trust.” Furthermore, when we performed a chi-square test and residual analysis for each question based on school type, we found that for all items of the first factor, the approximate Dunbar’s number increased from 15 to 150 as the school type progressed from elementary to high school. In addition, the approximate Dunbar’s number for the second factor was around 15, with some items showing an increase and others a decrease.

This study investigates teachers' perceptions of the outcomes and challenges brought to children and teachers by the progress of the GIGA School Initiative. The purpose of this study was to clarify the actual status of teachers' awareness by focusing on their years of teaching experience. A total of 289 teachers from public elementary, junior high, and special-needs schools participated in this study. They were divided into three groups: novice, mid-career, and veteran teachers. In the questionnaire survey, veteran teachers reported higher scores on items related to the outcomes of the GIGA School Initiative, while mid-career teachers reported higher scores on items related to challenges. A quantitative text analysis identified “tablet device,” “use,” and “learning” as keywords related to children's outcomes across all groups, and “tablet device,” “rules,” and “Digital citizenship” as keywords related to challenges. In terms of teachers' outcomes, “use,” “lesson,” and “ICT” were identified as keywords related to achievements, while “use,” “difference,” and “ICT” were linked to challenges. Mid-career teachers noted the effectiveness of tablet use, novice teachers emphasized concerns about digital citizenship, and veteran teachers highlighted their perceived lack of ICT skills.

The purpose of this study was to examine whether there is a gap in evaluations by investigating how junior high school students predict peer evaluations when expressing their opinions and how they evaluate peers' opinions during collaborative learning in Japanese language classes. To achieve this, this study first replicated previous findings on evaluation prediction and then conducted a questionnaire survey in collaborative learning settings within Japanese language. The results of an analysis of variance revealed that, irrespective of grade level, “participant prediction” was significantly lower than “actual impression”. Furthermore, the results of hierarchical multiple regression analyses revealed that “participant prediction” was positively influenced by a sense of comfort in the class, while “actual impression” was positively influenced by both the sense of comfort and the sense of fulfillment related to Japanese language classes. The study concludes by discussing the implications of these findings for educational practice.

In this study, a wearable eye tracker (W-ET) is employed to elucidate the gaze ranges of a skilled childcare teacher during childcare practice. In contrast to conventional videos, which cannot fully reproduce the childcare teacher's gaze point, the W-ET can record the area observed by the childcare teacher and the gaze points as they occur. This facilitates reflection based on specific events. The recorded video of the skilled teacher’s gaze ranges is presented to a mid-career childcare teacher to elucidate the knowledge-based reasoning process during a skilled teacher's practice through reflective dialogue. The reflective dialogue shows the articulation process of a skilled teacher and the realization of a mid-career teacher regarding differences in the knowledge-based reasoning process. A skilled teacher highlighted the significance of considering the “second-person perspective,” “information not available in this situation,” “context of play,” and “intrinsic motivation.” She maintained these four perspectives when determining the goals and content of intervention while anticipating a child's internal changes. The complementary relationship of knowledge-based reasoning in a situation is facilitated by an appropriate pair of teachers and the sharing of a specific gaze range of a skilled childcare teacher, as presented by the W-ET.

In this study, the ‘Let's all work hard together’ sheet was developed as a reflection sheet incorporating a rubric to promote advocacy, and the effects on the symbiotic physical education attitude of learners were verified through practice in primary schools physical education ball sports. The results showed that there was a significant difference at the 5% level in the improvement of the first factor ‘Leadership’ and the reduction of the fifth factor ‘Excessive desire to win' in learners' symbiotic physical education attitudes by incorporating the ‘Let's all work hard together’ sheet. In addition, statements and utterances corresponding to advocacy and convivial sports attitude were expressed in the retrospective descriptions and in the post-game discussion activity scene. Therefore, the use of the ‘Let's all work hard together’ sheet encouraged learners’ advocacy, and the symbiotic physical education attitude was expressed when they reflected on the results. In particular, it was found that the first factor of learners’ symbiotic physical education attitude, ‘Leadership’, was improved and the fifth factor, ‘Excessive desire to win’, was reduced.

This study estimates the effectiveness of flipped classrooms in an introductory economics course of a university, using a randomized controlled trial. Randomly assigned students of two sections with the same instructor experience traditional lectures and flipped classrooms alternately with different orders. The effects are measured using final learning indicators such as quizzes, final examinations, and satisfaction, and intermediate indicators such as assignment marks, attendance, and video viewing. The data structure is a panel of fourteen sessions for about 400 students and multiple regression and mediation analyses are applied. The results show that: 1) flipped classrooms increase students' engagement in learning and have an positive and significant effect on increasing quiz scores, but do not affect the final exam; 2) the effect of flipped classrooms comes from active participation in group learning and completion of video viewing; and 3) overall, satisfaction with the flipped classroom is lower than with the traditional format, but students who are more active in group learning are more satisfied with the flipped classroom.

The purpose of this study was to examine the effectiveness of an in-school training program centered on survey feedback in a secondary school offering International Baccalaureate programs. First, the attitudes of students and teachers toward interdisciplinary learning were surveyed, and the visualized data were fed back to teachers at the in-school training session. Next, the teachers interacted with the data and created unit plans for interdisciplinary learning together with teachers of other subjects and courses. As a result, a combination of subjects and subjects with unprecedented combinations and a rich variety of contents were devised. The results of a post-survey conducted with the teachers indicated that the training was more effective through mediation than through deepening the content of the in-school training by visualizing the actual conditions of the school and the attitudes of students and teachers. The content of the interviews with teachers also indicated this effect.

Previous research suggests that preparation before class can deepen students' understanding of the lesson. However, simply requiring students to prepare may not lead to high-quality preparation for all learners. Therefore, this study implemented a program designed to promote high-quality preparation that leads to better understanding of mathematics lessons among sixth-grade elementary school students and verified its effectiveness. The results showed an increase in preparation frequency in the delayed questionnaire administered two months after the program compared to that before the course. Furthermore, in the preparation task where students were asked to study the untaught parts of the textbook, there was an increase in descriptions of what they paid attention to during preparation and expressions of questions, confirming the effectiveness of the program in terms of the quality of preparation.

The purpose of this study is to develop a video-based class for evening high school students to use critical thinking in counterargument training of debates, and to clarify what effect the class has on the students. As a result of the research, the following (1) to (3) became clear. (1) The developed classes promoted the development of “awareness of logical thinking” and “objectivity” in the shared group and the individual group, while “inquiry” was promoted only in the shared group. (2) It was found that the achievement level of the critical thinking process in the counterarguments was increased by the class practice in this study. (3) It was found that the number of participants who thought that the class in which students were asked to consider “counterarguments” using debate videos did not affect their interpersonal relationships and did not deteriorate their interpersonal relationships was greater than the number of participants who did not think so.

This study explored effective educational strategies for fostering problem-solving skills in an interprofessional settings. We implemented an interprofessional, collaborative problem-based learning (PBL) approach, incorporating elements of the jigsaw method, at a medical university training that trains four types of co-medical professionals (nurses, physical therapists, occupational therapists, and clinical engineers). Discourse analysis using KBDeX and a questionnaire survey was conducted. Results from the discourse analysis indicated that, during interdisciplinary group work, the degree centrality of “questionnaire” increased, indicating that department-specific materials facilitated discussions across professions. Additionally, based on discourse content and free-text responses in the questionnaire, it was suggested that worksheets grounded in a dialogical argumentation model served as effective learning tools, promoting dialogue supported by data and warrant.

This study explored how mealtime conversation contributes to elementary school students' life satisfaction through active attitudes towards shared meals. Firstly, factor analyses distinguished mealtime conversation and active attitudes towards shared meals as separate factors. Secondly, path analysis revealed that mealtime conversation with family or classmates promoted life satisfaction via corresponding active attitudes towards shared meals. Lastly, we investigated whether students' Big Five personality traits moderated the effects of mealtime conversation and active attitudes towards shared meals. Results indicated that when eating with family, the effects of mealtime conversation were amplified among students with low agreeableness, while the influence of active attitudes towards shared meals was heightened among those with high conscientiousness. Moreover, when eating with classmates, the effects of active attitudes towards shared meals were strengthened among students with high openness.

This study aimed to develop a risk assessment scale for misinformation sharing. In Study 1, exploratory factor analyses (n = 150) led to the extraction of two factors: “the risk of spreading” and “the risk of influencing.” The reliability and construct validity were adequate. In Study 2, the factor structure of the scale was confirmed using confirmatory factor analyses (n = 962). Construct and predictive validity were confirmed by verifying that the scores corresponded to the frequency of Internet usage and performance on the writing task.

Recently, the application of generative AI in higher education, particularly writing instruction, has received significant attention. However, limited research has explored how university students evaluate the Japanese text-generation capabilities of generative AI and whether these evaluations change after receiving writing instruction. This study examined the impact of writing courses on university students’ evaluations of generative AI’s report-writing skills. A survey of 222 students enrolled in a writing class at a private university revealed that their evaluations of generative AI-generated texts improved in alignment with course content, particularly in areas such as “warrant” and “logic.” However, evaluations in certain areas, such as “data,” showed limited improvement, highlighting the need for curricular enhancements to deepen students’ understanding of generative AI’s characteristics.

Attention has recently grown regarding the use of digital badges as a means to visualize and certify learning outcomes. This paper examines the differences in how digital badges are used in educational practice research, with a focus on case studies of educational practice research where digital badges have been introduced into educational settings to verify their effectiveness. The case studies were analyzed from three perspectives: (1) the learning outcomes, (2) the learning evaluation process, and (3) the metadata attached to the digital badges. The findings revealed that there are differences in how digital badges are used in educational practice research. Furthermore, to create better practices, it is necessary to adapt the use of digital badges according to the challenges in the educational setting. Additionally, in order to assess the educational impact of using digital badges, it is necessary for practice-based research to provide a detailed description of how they are utilized.