As learning analytics research has become active both in Japan and abroad, there is a growing demand for data analysis that contributes to the improvement of learning environments that utilizes evidence based on the collection of the results of such analysis. However, in order to accumulate evidence for effective improvement of learning environment, data analysis and practical studies are needed to be utilized for improvement of learning environment. This explanatory paper reviews research on evidence-based improvement of learning environments through learning analytics and introduces examples of learning analytics research conducted by the authors to support learning and improve teaching.

For readers new to Learning Analytics (LA) research, this commentary article describes its introduction and promotion to research through practice in higher education in the field of teaching and learning support systems. The paper also includes an overview of LA, i.e. a definition of LA, process models, various studies based on process models and stakeholders involved in LA. When LA research is carried out on a large scale, such in universities, it is essential to prepare for this activity in a number of ways, including the infrastructure from which data can be collected. This commentary introduces a case study of LA based on educational DX at Kindai University (for on-demand classes) and provides an example of a framework for introducing and implementing LA in higher education institutions and for promoting LA research.

The generation of creative ideas through collaborative efforts is a critical issue. We conducted an experiment to investigate whether ideas cultivated within a collaborative group are perceived as more original and beneficial than those originating from an individual or nominal (non-collaborative) group. Additionally, we sought to ascertain whether providing conversation guides for collaborative idea generation would result in more creative ideas. The findings of the experiment indicated that ideas stemming from group collaboration were rated as more original but perceived as less useful than those from individuals. However, ideas generated by collaborative groups were on par in terms of originality but deemed less useful than those generated by nominal groups. Furthermore, our conversation guides had little impact on the generation of creative ideas. In this discussion, we will explore potential avenues for research on collaboration and evolution of creative ideas.

On the Web, learners are allowed to investigate any question with a great variety of Web resources to learn extensively. This requires them to expand a question into related ones as sub-questions to be investigated further. However, they tend to overlook the related sub-questions. In our previous study, we proposed a Web-based investigative learning model and developed a cognitive tool called interactive Learning Scenario Builder (iLSB for short). The main issue addressed in this paper is how to help learners become aware of related sub-questions with iLSB to promote their question expansion. Our approach is to provide learners with context-aware fill-in-blank problems for allowing them to reflect on their learned contents. This paper proposes a method for generating context-aware fill-in-blank problems. We also report a case study whose purpose was to ascertain the effectiveness of the generated problems. The results of the study suggest that solving the generated problems could promote question expansion in Web-based investigative learning.

Learners who tackle tasks for which no one knows the correct solution are required to develop identity capital. Metacognitive functions such as sense of purpose and self-control play a particularly important role in learning agentic skills of identity capital. Therefore, the present study proposes a learning support method to increase the motivation to acquire the metacognitive skills needed to develop identity capital. With this method, we focus on the role of recursion of the self with the aim of making the learner aware of the importance of metacognitive skills centering on the self-dialogue of Dialogical Self Theory. In order to implement an educational program using this method, we used the video viewing and report sharing as a teaching strategy. The program’s implementation resulted in potential for many learners deepen their understanding of Metacognitive Theory and Dialogical Self Theory with a demonstrative increase in motivation to develop metacognitive skills and identity capital.

This paper describes design and evaluation of an educational practice aiming to promote university students’ critical thinking skills in lecture-style class for large number students. The design consists of explanation on the theoretical knowledge of problem domain in which the students should have experiential knowledge and documentary video watching with the viewpoint of the domain knowledge. Students then submit essay analyzing the video story. All the submitted essays are shared with other students and some of them are presented in the next lecture so that the students could mutually compare and review essays with their own. During this process, students are made aware of critical thinking consisting of “logical thinking following criteria”, “reflective thinking consciously examining reasoning process”, “goal-oriented thinking according to the context”. The design was applied to the class dealing with the business model concerning network externality. The evaluation indicated that the students were aware of the critical thinking process especially “reflective thinking consciously examining reasoning process”.

Students training in the field of mental disabilities experience specific difficulties engaging with their target group. Focusing on self-efficacy as a primary factor that enables students to manage the difficulties they face in training, this study developed indices to evaluate the effectiveness of educational interventions to enhance self-efficacy among occupational therapy students undertaking clinical training in the field of mental disabilities. In Study 1, students who completed clinical training in the field of mental disabilities were interviewed, and index items were developed using the information obtained. In Study 2, the reliability and validity of the indices were verified to confirm a two-factor structure and its reliability and validity. The confirmed factors were “achieving self-motivation regarding training” and “self-control behavior in training situations”.