This paper examines an approach to create systematic maps of the Information and Systems in Education. As a project for the 50th anniversary of the Japanese Society for Information and Systems in Education (JSiSE), the author investigated the discussion of scholarly scopes in JSiSE and previous research about the visualization of science and technology knowledge. Furthermore, this paper analyzed the relationships between studies in the recent special issue of JSiSE to propose an idea for creating the maps. Although the investigation and analysis in this paper have several limitations, this study confirms the coherency of the scholarly scopes in JSiSE since this academic society was established and the potential of network analysis about studies in the JSiSE journal.

The goal of this paper is to answer the question: “What kind of service is the ‘information and Systems in Education Map’?” This paper hypothesized some personas of stakeholders in JSiSE and their issues, and proposed use cases to solve these issues. The purpose of definition of personas is to refine the use cases through future opportunities for real-time interaction, and to create a map that improves the UX of JSiSE.

Since the field of information and systems in education is an interdisciplinary field, there is a wide range of research questions that can be tackled in this field. By systematizing and mapping the research questions in this field, researchers in this field can deepen their own research questions, which is expected to lead to the activation of the research field. In this paper, I will discuss the issues that need to be considered in order to systematize such research questions and develop a mapping system.

This paper explores the frontier of JSiSE research topics. I go over 410 papers of JSiSE journal from Vol. 24 to Vol. 39; I find 1,106 unique paper keywords. Then, I pick up and develop a network of paper keywords and shed light on isolated communities. I introduce 21 isolated communities and their papers. These keywords and papers would reflect the frontier of JSiSE research topics; I hope this paper encourages non-members of JSiSE related to these topics to submit to JSiSE journal.

This paper provides readers with an uncomplicated definition of “information and systems in education” as academic discipline. The definition was derived from definition of educational technology and information science. In addition, the paper tries to make a model of educational system on the definition. The system model was consisted of six systems: teaching system, learning system, information system, cognitive system, group system, and social system. Moreover, the paper considers the model as map and tries to put some concepts in fruits of research published by JSiSE and outside on the model. Finally, the paper takes up necessary of depict original theories and research questions acquired through progress in the discipline on the map for discussion.

In this article, I would like to introduce my opinion for “Map” of Information and System in Education (iSE-Map). First, in this project, I will consider the necessity to create a map and how to create a map. After this, a map creation method called problem reverse transition approach is proposed. Subsequently, the attitude to create map should be considered.

In this paper, I explain the process of creating my map for Information and Systems in Education. First, I will describe the maps of the relevant academic societies that I am involved in. Next, based on these maps, I will explain how I view Information and Systems in Education and how I thought the map should be constructed. Finally, I will introduce a map for Information and Systems in Education that I constructed.

The research field of information and systems in education is an interdisciplinary discipline in which fruits of research have been reported while elements from various perspectives are intertwined in an extremely complicated way. In order to examine a visualization map that represents an academically essential question “what kind of study is information and systems in education?”, this article first discusses the characteristics of the research subjects related to information and systems in education. Then, axes, perspectives, and approaches to map visualization methods are explained in terms of “research question” that are important for plotting each research subject on the map. Finally, the significance and possibilities of the author’s envisioned interactive map for information and systems in education are described.

This paper describes the author’s initial ideas for creating an “iSE map” that visualizes research questions in the academic field of “Information and Systems in Education”. One idea focuses on people, technology, and the difficulty of answering research questions. This idea can be seen as a “3S map” with three axes (Scale, Spread, and Separation.) When the author attempted to apply his research projects to the 3S map, he realized that it needed to be improved in terms of visual understandability by reducing axes, i.e., from three- to two-dimensions. Furthermore, another idea is to create a “JSiSE member map” to promote research collaboration among the members, i.e., collaboratively answering more difficult research questions. The JSiSE member map would be useful to both inside and outside members when expressing information about the members (e.g., interest and skill.) Finally, the author hopes that the above ideas will help in the creation of the iSE map for weaving a better future (i.e., more happiness in learning/education) by individuals.

This paper is described about information and systems in education from the viewpoint of learner experience which is the author’s interest. The Japanese Society for Information and Systems in Education (JSiSE) has been around for nearly 50 years, and many of its findings have been published in academic journals. However, it is also a huge interdisciplinary research field that contains various knowledge related to education and computers, and its systematization has not been sufficiently. The author is a researcher in the field of learning engineering, with a particular interest in the realization of useful learner experiences. From such a standpoint, I would like to discuss the viewpoint for understanding the field of Information and Systems in Education, using some examples of research related to this field, to help systematize the field.

This research aims to propose a learning environment to assess the “computational thinking” of elementary school students from their operations during exercises. Programming learning in the Japanese elementary school introduced in 2020 has promoted the development of computational thinking acquired during the learning process. However, there is no precise quantitative evaluation method to grasp their computational thinking ability and no productive learning environment to develop the children appropriately at the current stage. To overcome this situation, we have designed programming exercises based on the educational goals for computational thinking presented in some previous studies, developed a web application that quantifies children’s operations during the exercises, and proposed an index that assesses their computational thinking abilities. A small experiment showed that the developed application tended to improve the participants’ computational thinking, and the proposed index correlated with the instructor’s rubric evaluation of their computational thinking.

The purpose of this study is to propose a visual programming environment for statistics-related units in primary and secondary education. In this environment, data features can be visualized in a simple way by connecting blocks. This environment is designed for data sets expressed in tabular form, and enables visualization in graphs and calculation of basic statistics. In this paper, we give an overview of this environment, and show examples of its use in junior high and high school. Then, the applicability of the proposed environment to the educational field is discussed through a case study in junior high school mathematics lessons.

A number of studies in the research field of CSCL (computer supported collaborative learning) have proposed various systems in order to support collaborative learning process. In collaborative learning, participants exchange not only verbal but also non-verbal cues such as gaze and posture. In order to realize CSCL systems that can treat a form of multiparty multimodal interaction for different purposes accordingly to the learning objective, it is desirable to execute in a continuous and smooth way each activity in CSCL systems life-cycle. In this paper, we propose a novel integrated platform as the basis for multimodal interaction aware CSCL systems. Based on the CSCL system development environment in our previous research, we develop an analysis support environment to support multimodal interaction analysis activities. The environment allows analysts 1) to utilize basic functions that support multimodal interaction analysis without excessive burden, and 2) to analyze collaborative learning session data detected from CSCL systems on our proposed platform including verbal and non-verbal information in addition to developers’ defined learning messages in an integrated way.

This paper analyzes the question “How can we give feedback on learning assessment to promote learners’ active learning?” based on the results of class practice. In this class, we designed and implemented a system that allows learners to check the results of their assessments online. In this paper, we analyzed the impact of visualization and sharing of assessments on learning behavior from the perspective of self-regulated learning and engagement, based on online logs of learning behavior, records of assignment submissions, assessment records of learning behavior and assignments, and responses to a questionnaire survey by learners. The results suggest that students’ learning behaviors are characterized by their goals and types of self-regulation, and that the visualization and sharing of assessments leads to the maintenance of motivation and proactive learning planning.

In this study, we conduct a survey by questionnaire and interviews and propose a conflict model that leads to realistic improvement proposals based on the relationship among three stakeholders (students, faculty, and system administrators) for a specific VOD (Video-on-Demand) learning. The following are the results of a case study in which a VOD containing an undergraduate level face-to-face lecture on statistics was used for two different purposes: as the supplementary teaching material or as the primary teaching material in a different educational campus. The percentage of students who received credit for using VOD as their primary learning material was relatively low, suggesting two ways to improve learning: increasing viewing opportunities or selecting more important scenes. Finally, based on the learning model that encompasses such conflicts among the three stakeholders, we discussed a more realistic VOD learning improvement.

In experiments and practical training, it is necessary to evaluate whether students have acquired practical knowledge. Oral examinations help teachers check students' understanding level in detail, but take a lot of time and spirit. In this study, we tried to replace part of the oral examination with “asynchronous oral examination” using a video posting site (YouTube) and examined its effectiveness and problems through a student questionnaire.