The game and flashcard teaching materials, aiming to let elementary school students acquire the English expressions were developed and utilized during the obi period, which refers to the time at the beginning of English lessons. Analyzing students' utterance of the interview tests, students who cannot utter certain expressions appropriately at the first term could spontaneously utter the same expressions at the third term. Using the appropriate intonation of the end of sentences was also confirmed. There is a possibility that this method can contribute to improving students' speaking skills.

　With the advance of globalization, the development of English language skills among Japanese people is an important issue that plays a role in strengthening Japan's international competitiveness. However, the fact that the basic English language skills are not sufficiently established is a decisive factor preventing the efficient development of Japanese people's English language skills. This paper introduces the basic design of a pilot version of a training system with top-down tasks and feedback, which is being developed with the aim of acquiring the language competence and operational skills required for fundamental English language proficiency.

　This paper is a record of an online class of elementary Chinese as a foreign language at a university. To prevent the transmission of COVID-19, all classes in 2020 were conducted online on demand. Students' grades and learning outcomes (comprehension, achievement, and satisfaction) in 2020, entered by students into the e-portfolio, were comparable to those from 2019 when face-to-face classes were conducted.

　VR has a high ability to transmit non-verbal information, and it is possible to freely create situations in virtual space that are difficult to achieve in the real world. Taking advantage of this feature in Chinese language learning, we devised and implemented three types of language learning methods: “Experience-Based Type,” “Interactive Type,” and “Indicative-Based Type,” which connect memory for learning to experiential memories through tasks. Also, referring to ARCS model, we conducted a questionnaire survey of learners' willingness to learn from its four perspectives: attention, relevance, confidence, and satisfaction. As a result, it has been found that lessons using VR consistently attracted learners' high interest and made them feel that learning is fun. In addition, as the learning progressed, the learners came to feel strongly that VR was useful for language learning and that it was suitable for their level and easy to understand. At the same time, students became more positive about studying more Chinese through extracurricular activities. Overall, we found that learning using VR has the effect of further enhancing high learning motivation.

　Restrictions on face-to-face classes due to COVID-19 encouraged the introduction of digital technologies for remote communication in various fields. Among them，VR technology has attracted much attention，especially in the field of foreign language education，because it can provide more immersive and embodied communication than so-called online conference systems such as Zoom. Furthermore，in the past year or two，there has been a growing movement to utilize Metaverse for education，which is based on large-scale virtual spaces. The technology to realize the Metaverse is still in its infancy，and what is currently referred to as "Metaverse" differs in many ways from what the term originally intended. However，it is expected that in the future，a world equal to or greater than the physical world in which we normally spend our time will be constructed virtually，and that new educational opportunities will arise in this world.

　In this paper，I first explain the concepts and characteristics of VR and the Metaverse in the context of education. Then，I will discuss how VR and the Metaverse can be used in foreign language education and what kind of developments can be expected in the future.

　In recent years, some reports have begun to show a significant relationship between the scores of English proficiency tests and the amount of time spent studying in e-learning（microstep study）developed by us. To date, no reports about e-learning exhibit a significant relationship with comprehensive English proficiency test performances. These results are due to a learning method based on the characteristics of implicit memory, which is the basis of language proficiency, and a new data collection technology（scheduling）that collects a large amount of longitudinal data with matching time conditions to achieve effective English vocabulary acquisition. This paper introduces the features of implicit memory, which is the foundation of linguistic ability, and a scheduling technology that takes these features into consideration to collect high-quality longitudinal data. Furthermore, by introducing a new test principle, we achieved the automation of formative evaluation, which supports knowledge acquisition. Finally, based on the background to the development of the ʻmicrostep study’, we consider what each researcher should do to advance DX in education.

　In this study，we conducted a survey with elementary and junior high school teachers to determine the tendencies and factors influencing their rule-making in a “1:1 device” context. This suggests issues regarding future rule-making in “1:1 device” classrooms. The study provides the following three major results: (1) as teaching experience increases，the less the number of teachers who set rules for limiting device use and managing terminals for children in lower grades; (2) as confidence in own teaching increases，the greater the number of teachers who set rules for device use for children in higher grades; (3) as the degree of device use augments，the less the number of teachers who set rules for limiting device use for children in middle grades. These findings provide suggestions as to the prospects and challenges for teachers endeavoring to promote rule-making on information and communication technologies in “1:1 device” environments.

　We developed a VR field observation program for junior school students to estimate sedimentary environments, which is one of the science class topics in junior high school. We conducted a case study of the Shiramazu Formation of the Neogene Chikura Group. The questionnaire survey and analysis of students' worksheets indicated that:（1）VR field observation effectively motivates students, and（2）junior high school students can sufficiently estimate the depositional environment through VR field observation. VR field observations can be implemented to match the actual conditions of schools and regions. Also, this can be achieved by reinforcing VR image data from other outcrops as well as increasing the number of target areas and sedimentary environments to be estimated.

　In this study，we propose a learning program on Artificial Intelligence （AI） for sixth grade elementary school students based on direct experience of AI-based image recognition. The lessons are evaluated based on the students' willingness to use AI，their understanding of it，and changes in their impressions of it. Each class comprises two credit hours of experiential learning on the mechanism of AI-based image recognition，followed by an additional two credit hours of learning to experience the solution of familiar problems using AI. The obtained results suggest that experiential lessons on AI promote the understanding of AI among the students significantly，positively influencing their impressions of AI and improving their willingness to utilize it.

　Programming education in junior high schools has been made compulsory since the 2021 school year. However, teachers are concerned about the lack of budget, teaching materials, and resources. Teachers also expressed concern about the effective use of the ICT environment. In this study, we applied micro:bit and tablet devices as a low-cost environment for programming practice. We introduce the class environment and contents in our practice. As an evaluation of the class practice, we conducted a questionnaire, a quiz, and an interview with the teachers. The results showed that the tablet device facilitated interaction among students in group activities and made it easier for them to learn programming. On the other hand, we revealed issues to be improved in terms of class time and difficulty level.

　In Japan, there are few educational materials for children from foreign countries to learn the Japanese language, especially digital materials. Therefore, the authors developed video materials for the initial Japanese language learning, consisting of 24 videos with scenarios and 24 vocabulary learning videos. We examined the effectiveness of these materials througt Japanese language instruction at elementary and junior high schools, conducting questionnaire and interview surveys for instructors and support staff in charge of the instruction. The results indicated that the video materials were generally easy to understand and use in instruction. Further verifying the specifications of videos and methods of use is necessary for future studies, narrowing down the factors related to the learning effect.

　The author developed a continuous program for preventing gaming disorder and internet addiction. One hundred twenty students participated in the program for four years from 2018 (in 8th grade) to 2021 (in 11th grade). The program included subjects such as special activities, information, health and physical education, science, and home economics. The students answered a questionnaire concerning internet addiction tendencies at four time points (prior to the start of the program, at the end of junior high, at the end of the program, and six months after the end of the program). The results showed students' internet addiction tendencies changed for the better, and time spent on games was reduced. This effect was maintained after program completion.