In academic presentation, the structure design of presentation is critical for making the presentation logical and understandable. However, it is difficult for novice researchers to construct required academic presentation structure due to the flexibility in structure creation. To help novice researchers revise and improve their presentation structure, we propose an academic presentation structure modification support system based on structural elements of the presentation slides. In the proposed system, we build a presentation structural elements model (PSEM) that represents the essential structural elements and their relations to clarify the ideal structure of academic presentation. Based on the PSEM, we also designed two evaluation indices to evaluate the academic presentation structure. To evaluate the proposed system with real-world data, we construct a web application that generates evaluation and feedback to academic presentation slides. The experimental results demonstrate the effectiveness of the proposed system.

This paper describes the architectural design, services, and operation and monitoring functions of Science Information NETwork 6 (SINET6), a 400-Gigabit Ethernet-based academic backbone network launched on a nationwide scale in April 2022. In response to the requirements from universities and research institutions, SINET upgraded its world-class network speed, improved its accessibility, enhanced services and security, incorporated 5G mobile functions, and strengthened international connectivity. With fully-meshed connectivity and fast rerouting, it attains nationwide high performance and high reliability. The evaluation results of network performance are also reported.

This study explores significant eye-gaze features that can be used to estimate subjective difficulty while reading educational comics. Educational comics have grown rapidly as a promising way to teach difficult topics using illustrations and texts. However, comics include a variety of information on one page, so automatically detecting learners' states such as subjective difficulty is difficult with approaches such as system log-based detection, which is common in the Learning Analytics field. In order to solve this problem, this study focused on 28 eye-gaze features, including the proposal of three new features called “Variance in Gaze Convergence,” “Movement between Panels,” and “Movement between Tiles” to estimate two degrees of subjective difficulty. We then ran an experiment in a simulated environment using Virtual Reality (VR) to accurately collect gaze information. We extracted features in two unit levels, page- and panel-units, and evaluated the accuracy with each pattern in user-dependent and user-independent settings, respectively. Our proposed features achieved an average F1 classification-score of 0.721 and 0.742 in user-dependent and user-independent models at panel unit levels, respectively, trained by a Support Vector Machine (SVM).

This paper focuses on the potential value and future prospects of using virtual reality (VR) technology in online education. In detailing online education and the latest VR technology, we focus on metaverse construction and artificial intelligence (AI) for educational VR use. In particular, we describe a virtual university campus in which on-demand VR lectures are conducted in virtual lecture halls, automated evaluations of student learning and training using machine learning, and the linking of multiple digital campuses.

During the COVID-19 pandemic there was a rapid shift to emergency remote teaching practices and online tools for education have already gained further attention. While eLearning initiatives are developed and its implementation at scale are widely discussed, this research focuses on the utilization of data which can be logged in such eLearning systems. We demonstrate the need and potential of utilizing learning logs to create services supporting sustainable quality improvement of education. Learning and Evidence Analytics Framework (LEAF), is the overarching technology framework with affordances to adopt evidence-based practices for education. It aims to promote learning for all by introducing data-driven services for personalized approaches.

Global software engineering education faces unique challenges to reflect as close as possible real-world distributed team development in various forms. The complex nature of planning, collaborating, and upholding partnerships present administrative difficulties on top of budgetary constrains. These lead to limited opportunities for students to gain international experiences and for researchers to propagate educational and practical insights. This paper presents an empirical view on three different course structures conducted by the same research and educational team over a four-year time span. The courses were managed in Japan and Germany, facing cultural challenges, time-zone differences, language barriers, heterogeneous and homogeneous team structures, amongst others. Three semesters were carried out before and one during the Covid-19 pandemic. Implications for a recent focus on online education for software engineering education and future directions are discussed. As administrational and institutional differences typically do not guarantee the same number of students on all sides, distributed teams can be 1. balanced, where the number of students on one side is less than double the other, 2. unbalanced, where the number of students on one side is significantly larger than double the other, or 3. one-sided, where one side lacks students altogether. An approach for each of these three course structures is presented and discussed. Empirical analyses and reoccurring patterns in global software engineering education are reported. In the most recent three global software engineering classes, students were surveyed at the beginning and the end of the semester. The questionnaires ask students to rank how impactful they perceive factors related to global software development such as cultural aspects, team structure, language, and interaction. Results of the shift in mean perception are compared and discussed for each of the three team structures.

When people learn a handicraft with instructional contents such as books, videos, and web pages, many of them often give up halfway because the contents do not always assure how to make it. This study aims to provide origami learners, especially beginners, with feedbacks on their folding operations. An approach for recognizing the state of the learner by using a single top-view camera, and pointing out the mistakes made during the origami folding operation is proposed. First, an instruction model that stores easy-to-follow folding operations is defined. Second, a method for recognizing the state of the learner's origami paper sheet is proposed. Third, a method for detecting mistakes made by the learner by means of anomaly detection using a one-class support vector machine (one-class SVM) classifier (using the folding progress and the difference between the learner's origami shape and the correct shape) is proposed. Because noises exist in the camera images due to shadows and occlusions caused by the learner's hands, the shapes of the origami sheet are not always extracted accurately. To train the one-class SVM classifier with high accuracy, a data cleansing method that automatically sifts out video frames with noises is proposed. Moreover, using the statistics of features extracted from the frames in a sliding window makes it possible to reduce the influence by the noises. The proposed method was experimentally demonstrated to be sufficiently accurate and robust against noises, and its false alarm rate (false positive rate) can be reduced to zero. Requiring only a single camera and common origami paper, the proposed method makes it possible to monitor mistakes made by origami learners and support their self-learning.

Free/libre open source software (FLOSS) are being rapidly employed in several companies and organizations, because it can be modified and used for free. Hence, the use of FLOSS could contribute to its originally intended benefits and to the competence of its users. In this study, we analyzed the effect of using FLOSS on related competences. We investigated the change in the competences through an empirical study before and after the use of FLOSS among project participants. Consequently, it was confirmed that the competences of the participants improved after utilizing FLOSS.

Given the worldwide proliferation of cyberattacks, it is imperative that cybersecurity education and training are addressed in a timely manner. These activities typically require trainees to do hands-on practice in order to consolidate and improve their skills, for which purpose training environments called cyber ranges are used. In this paper we present an open-source system named CyRIS (Cyber Range Instantiation System) that supports this endeavor by fully automating the training environment setup, thus making it possible for any organization to conduct more numerous and variate training activities. CyRIS uses a text-based representation in YAML format to describe the characteristics of the training environment, including both environment setup and security content generation. Based on this description, CyRIS automatically creates the corresponding cyber range instances on a computer and network infrastructure, for simultaneous use by multiple trainees. We have evaluated CyRIS in various realistic scenarios, and our results demonstrate its suitability for cybersecurity education and training, both in terms of features and performance, including for large-scale training sessions with hundreds of participants.

Studies have shown that program visualization(PV) is effective for student programming exercise or self-study support. However, very few instructors actively use PV tools for programming lectures. This article discussed the impediments the instructors meet during combining PV tools into lecture classrooms and proposed a C programming classroom instruction support tool based on program visualization — PROVIT-CI (PROgram VIsualization Tool for Classroom Instruction). PROVIT-CI has been consecutively and actively used by the instructors in author's university to enhance their lectures since 2015. The evaluation of application results in an introductory C programming course shows that PROVIT-CI is effective and helpful for instructors classroom use.

We conducted experimental classes in an elementary school to examine how the advantages of using stereoscopic 3D images could be applied in education. More specifically, we selected a unit of the Tumulus period in Japan for sixth-graders as the source of our 3D educational materials. This unit represents part of the coursework for the topic of Japanese history. The educational materials used in our study included stereoscopic 3D images for examining the stone chambers and Haniwa (i.e., terracotta clay figures) of the Tumulus period. The results of our experimental class showed that 3D educational materials helped students focus on specific parts in images such as attached objects of the Haniwa and also understand 3D spaces and concavo-convex shapes. The experimental class revealed that 3D educational materials also helped students come up with novel questions regarding attached objects of the Haniwa, and Haniwa's spatial balance and spatial alignment. The results suggest that the educational use of stereoscopic 3D images is worthwhile in that they lead to question and hypothesis generation and an inquiry-based learning approach to history.

We developed a system called DELTA that supports the students' use of backward chaining (BC) to prove the congruence of two triangles. DELTA is designed as an interactive learning environment and supports the use of BC by providing hints and a function to automatically check the proofs inputted by the students. DELTA also has coloring, marking, and highlighting functions to support students' attempts to prove the congruence of two triangles. We evaluated the efficacy of DELTA with 36 students in the second grade of a junior high school in Japan. We found that (1) the mean number of problems, which the experimental group (EG) completely solved, was statistically higher than that of the control group on the post-test; (2) the EG effectively used the BC strategy to solve problems; and (3) the students' attempt to use both the forward chaining strategy and the BC strategy led to solving the problems completely.

Smart education environment, that is a learning environment utilizing the Information Communication Technology (ICT), has attracted a great deal of attention. In order to expand this environment, we need a system that can establish the learning environment armed cloud systems to reduce a significant strain on teaching staff. The important issue for such system is extensibility because the system should be adapted to many kinds of original digital learning material with minimum modification. Therefore, this paper proposes “An Application Framework for Smart Education System: SES Framework”. In this Smart Education System, multi-aspect information concerning to a technical term embedded in the original digital learning material can be retrieved from different social media automatically. They can be also displayed on multi-screen devices according to user's operation. It is implemented based on “Transforming Model” which enables the migration of the original digital learning material to the smart education environment. It also has an easy operation flow for trainees named “three-step selection flow”. SES Framework derived from Model-View-Controller (MVC) pattern is based on the system architecture that enables triple mashup against the original digital learning material, external social media, and screen devices in front of users. All these functionalities have been implemented on cloud systems. We show SES Framework through the implementation example. We also demonstrate the effectiveness of SES Framework by indicating the system modification case study.

Massive Open Online Courses (MOOC) have been invented to support Virtual Learning Environment (VLE) for higher education. While numerous learning courses and contents were authored, most of the existing resources are now hard to reuse/redistribute among instructors due to the privacy of the contents. Therefore, Open Educational Resources (OER) and the Creative Commons license (CC) are interesting solutions available to alleviate such problems of MOOC. This research presents a new framework that effectively connects OER and MOOC for a life-long e-Learning platform for Thai people. We utilize the Fedora Commons repository for an OER back-end, and develop a new front-end to manage OER resources. In addition, we introduce a “FedX API” - including a packet encapsulation and a data transmission module - that organizes educational resources between both systems. We also proposed the CC declaring function to help participants on-the-fly declare their content license; therefore, any resources must be granted as an open licensing. Another important function is a Central Authorized System (CAS) which is applied to develop single signing-on to facilitate the OER-MOOC connection. Since the framework is designed to support the massive demand, the concurrent access capability is also evaluated to measure the performance of the proposed framework. The results show that the proposed framework can provide up to 750 concurrencies without any defects. The FedX API does not produce bottleneck trouble on the interoperability framework in any cases. In addition, resources can be exchanged among the third-party OER repositories by an OAI-PMH harvesting tool.

The so-called numerical alphabet has been established as one of the various memorization systems. It enables numbers to be transformed into words. In that way memorizing numbers is highly alleviated, since words are to be memorized instead of numbers, which is substantially easier. In order to master the technique of transforming numbers into words (for memorizing them), as well as transforming words back to numbers, a person has to practice. Upon adopting the numerical alphabet, one then has to practice various examples and translate numbers into proper words and words into proper numbers. This paper describes the computer application we have developed that helps in this process. To our knowledge, this is the first complete application of this type ever created. We also show the results of the students' number-memorization tests, performed before and after using the application, which show significant improvements.

This study examines the dialog-based language learning game (DB-LLG) realized in a 3D environment built with game contents. We designed the DB-LLG to communicate with users who can conduct interactive conversations with game characters in various immersive environments. From the pilot test, we found that several technologies were identified as essential in the construction of the DB-LLG such as dialog management, hint generation, and grammar error detection and feedback. We describe the technical details of our system POSTECH immersive English study (Pomy). We evaluated the performance of each technology using a simulator and field tests with users.

Software engineering education at universities plays an increasingly important role as software quality is becoming essential in realizing a safe and dependable society. This paper proposes a practical state transition model (Practical-STM) based on the Organizational Expectancy Model for the improvement of software process education based on the Personal Software Process (PSP) from a motivation point of view. The Practical-STM treats an individual trainee of the PSP course as a state machine, and formalizes a motivation process of a trainee using a set of states represented by factors regarding motivation and a set of operations carried out by course instructors. The state transition function of this model represents the features or characteristics of a trainee in terms of motivation. The model allows a formal description of the states of a trainee in terms of motivation and the educational actions of the instructors in the PSP course. The instructors are able to decide effective and efficient actions to take toward the trainees objectively by presuming a state and a state transition function of the trainees formally. Typical patterns of state transitions from an initial state to a final state, which is called a scenario, are useful for inferring possible transitions of a trainee and taking proactive operations from a motivation point of view. Therefore, the model is useful not only for improving the educational effect of the PSP course, but also for the standardization of the course management and the quality management of the instructors.

We have developed an easy fabrication method of Si field effect transistors (FETs) with poly (methyl methacrylate) (PMMA) gate films for science education. In this process, we can easily fabricate the silicon FETs only by means of metal deposition and thermal diffusion without any lithography processes. The organic isolation films of PMMA can be deposited by casting or painting at room temperature in air. The metal-organic-semiconductor FETs with PMMA exhibited almost the same drain current -- gate voltage characteristics as those of conventional Si metal-oxide-semiconductor FETs, which are suitable for the education material of semiconductor engineering. The organic gate Si FETs can be used not only for education but also as thin film transistors for active matrix displays.

In this study we introduce AdjScales, a method for scaling similar adjectives by their strength. It combines existing Web-based computational linguistic techniques in order to automatically differentiate between similar adjectives that describe the same property by strength. Though this kind of information is rarely present in most of the lexical resources and dictionaries, it may be useful for language learners that try to distinguish between similar words. Additionally, learners might gain from a simple visualization of these differences using unidimensional scales. The method is evaluated by comparison with annotation on a subset of adjectives from WordNet by four native English speakers. It is also compared against two non-native speakers of English. The collected annotation is an interesting resource in its own right. This work is a first step toward automatic differentiation of meaning between similar words for language learners. AdjScales can be useful for lexical resource enhancement.

Due to the exponentially increasing threat of cyber attacks, many e-commerce organizations around the world have begun to recognize the importance of information security. When considering the importance of security in e-commerce, we need to train e-commerce security experts who can help ensure the reliable deployment of e-commerce. The purpose of this research is to design and evaluate an e-commerce security curriculum useful in training e-commerce security experts. In this paper, we use a phase of the Delphi method and the Analytic Hierarchy Process (AHP) method. To validate our results, we divide the respondents into two groups and compare the survey results.