Learning analytics (LA) has emerged as a technique for educational quality improvement in many learning contexts, including blended learning (BL) courses. Numerous studies show that students' academic performance is significantly impacted by their ability to engage in self-regulated learning (SRL). In this study, learning behaviors indicating SRL and motivation are elucidated during a BL course on second language learning. Online trace data of a mobile language learning application (m-learning app) is used as a part of BL implementation. The observed motivation were of two categories: high-level motivation (study in time, study again, and early learning) and low-level motivation (cramming and catch up). As a result, students who perform well tend to engage in high-level motivation. While low performance students tend to engage in clow-level motivation. Those findings are supported by regression models showing that study in time followed by early learning significantly influences the academic performance of BL courses, both in the spring and fall semesters. Using limited resource of m-learning app log data, this BL study could explain the overall BL performance.

The optimization of nonlinear feedback fuzzy system using the product-sum-gravity method is described in this paper. The fuzzy control discussed here is the nonlinear feedback control in which the feedback laws are determined by IF-THEN type fuzzy production rules through product-sum-gravity method. To prove existence of optimal control, we applied compactness of a set of membership functions in L2 space and continuity of the approximate reasoning, and prepared some propositions concerning product-sum-gravity method. By considering fuzzy optimal control problems as problems of finding the minimum (maximum) value of the integral cost (benefit) function on an appropriate set of membership functions, the existence of fuzzy optimal control is shown.

In this paper, we propose an interactive instruction system named IMPRESSION, which allows performance of interactive presentations using multimedia educational materials in class. In recent years, although many practices of educational methodology with information technology and presentation tools using multimedia resources as educational materials have come into common use, instructors can only present such materials in a slide-sheet form through the use of such presentation tools in class. Therefore, instructors can neither do formative evaluations nor can they present suitable materials according to students' reactions in class. Our proposed methodology employs a scenario-based approach in a double loop instructional design process to overcome such problems. Instructors design an instructional plan as a scenario, and subsequently implement and modify the plan through formative evaluation during the class. They then conduct a summative evaluation based on planned and implemented instructions for redesign. To realize our methodology, in this paper we propose and design an instruction system that provides functions to select and present multimedia materials interactively provided on the Internet during the class; we then record these instructions. After implementing it, we confirmed that we can conduct the class flexibly based on our methodology through its practical use in an actual classroom environment.