A number of assessment tests for English，such as TOEFL or IELTS，describe examinees' ability on common score scales，which enable us to arrive at ability scores on a single scale regardless of the difficulty of test items. This article describes 1） a method of constructing a common scale in order to develop an item bank，2） a practical way to develop a computer adaptive test （CAT） system，and 3） a practical application of the Kyoto Institute of Technology （KIT） English speaking test. In order to make a common ability scale，it is necessary to employ item response theory （IRT） analysis to estimate the difficulty of item characteristics. When it comes to the practical application of a common scale，it is also necessary to utilize monitor examinees，who are administrated different kinds of test forms in order to equate ability scales. The procedure for making common scales enables us to administer different versions of parallel test forms in assessment programs..

　This paper explains “EasyEstimation,” a computer program developed by the author for analyzing item response theory. The author describes the background to developing EasyEstimation, its design policy, and the IRT analyses that EasyEstimation can perform (e.g., estimation item and examinee parameters). Finally, the author explains a large-scale investigation conducted by the MEXT as an example of using EasyEstimation.

The authors will present a use case for WeBWorK，an open-source virtual homework system that assists with mathematics assignments，at Hokkaido University. WeBWorK has been available for all mathematics classes in the general education at Hokkaido University from April 2019. WeBWorK adopts a basic Linux，Apache，MySQL，Perl framework and is easy to operate. However，it may be challenging to design problem sets for bespoke courses. This paper focuses on the development of problem sets and our support systems.

　Tablet PCs used as learning aids are expected to be useful in understanding learners' weaknesses and improving instructional strategies by analyzing learning log data. In this study, 39 students in a science class studying Mathematics III at a public high school in Tokushima Prefecture were given an online test with six calculus questions. The participants were asked to write the calculation steps of the questions on a tablet using a digital pen and answer them. The visualization revealed the stumbling points, based on the areas and the extent to which the participants had stalled. After answering each question, participants were asked to fill out a questionnaire regarding their confidence in their own answers, which was taken as the “correct answer.” Their confidence in answering each question was estimated based on the correct and incorrect test results, penstroke and other data. Most of the responses were classified correctly into two categories of confidence: “confident” and “not confident.” However, “partially confident” could not be classified correctly.

　In modern society, the necessity for discussing how the future should be envisioned has increased, and SF prototyping is attracting attention. This paper proposes an open-source SF prototyping method which is possible to be conducted by anyone, even those who are not professional creators or writers, and reports the result of the demonstration experiment that was conducted to examine the validity of this method. Finally, this paper discusses the future prospects of this method, and the possibilities and opportunities that it might create.

　In object-oriented programming languages, objects are developed from the main memory (primary storage) of the computer. Thus, without an understanding of the roles of hardware, it is difficult to understand the operations of a program. Yet, because the hardware is situated inside the computer, and thus, cannot be seen, the lack of visual information about the hardware also presents learning difficulties for many students. Therefore, educational resources which present, using augmented reality (AR), an extended visual display of the computer hardware were developed in this study. Said resources are designed specifically for courses on programming

　In consideration of stimulating learning motivation among students, said resources were designed with reference to the ARCS model (i.e., Attention, Relevance, Confidence, Satisfaction). To verify the effects on the learning motivation of said resources, the participants were divided into a group which used said AR educational resources (the experimental group), and a group which used the educational resources of a conventional presentation (the control group). Then, a survey was performed using a motivational-learning questionnaire regarding the four elements of the ARCS model. The survey results showed increased learning motivation in the experimental group for Attention, Confidence, and Satisfaction.

　The purpose of this paper is to practice manufacturing education online and to compare the educational effects with the results of face-to-face practice. In this paper, how the online manufacturing education such as practice of IoT systems development using Wi-Fi micro computer is prepared and conducted as in same effectiveness as on face-to-face environment, is reported. The results showed no differences between online and face-to-face classes in scores on the final task and cognitive load on learning. No differences were found in the liking, confidence, and applicability of learning between the online and face-to-face classes. These results suggest that the students were able to practice the online exercises in the same way as in the face-to-face classes.

　In Japan there is a recruitment problem in which a high number of recently graduated employees express dissatisfactions with their employers. To solve this problem, it is becoming a requirement for students to understand two things. Industry economic trends, and necessary skills in relation to the respective industry. Therefore, various universities have provided students with an “industry research” course. However, these courses neglect to provide students with accurate information, as they are typically based on research from industry leading companies. Our course featured in this paper has two unique points. The first is “mass collaboration.” A large number of students work together to contribute to and run a large corporate database. The second being “data-driven.” This allows students to conduct industry research based on analysis of their collective data. The results of a questionnaire provided to the students proved that they mastered industry research methods through the above exercises, and their interest in unfamiliar companies were broadened.

　This is a practice-oriented study on the effects of a framework for plurilingual learning, developed by the Language Education Support Research Division of the Cybermedia Center at Osaka University, on programming education in a “Society and Information” class for second-year high school students. By learning multiple programming languages using the framework, with “language” as a common denominator, we thought that students would become aware of the differences and characteristics of each language and the basic structures common to multiple programming languages, deepen their knowledge of computers and knowledge that can be applied to other languages, and be effective in fostering “computational thinking.” The students highly valued the learning activities using multiple programming languages, and their awareness of autonomous learning increased as they became aware of the structures common to multiple programming languages.